CHAPTERONE

1.MUL
TICUL
TURALEDUCATI
ON

I
NTRODUCTI
ON

Thi
schapt
eri
sai
medatac
quai
nti
ngs
tudent
swi
thmul
ti
cul
tur
al

educ
ati
on. I
t des
cri
bes t
he br
ief hi
stor
y and def
ini
ti
on of

mul
ti
cul
tur
aleduc
ati
on;t
hegoalandphi
l
osophyofmul
ti
cul
tur
al

educ
ati
on;andt
hedi
mens
ionsofmul
ti
cul
tur
aleduc
ati
on.I
tal
so

deal
s wi
tht
he c
urr
icul
um ofmul
ti
cul
tur
aleduc
ati
on,how t
o

educ
ate t
eac
her
sfor mul
ti
cul
tur
al educ
ati
on and pot
ent
ial

pr
obl
ems f
or t
eac
her
sin mul
ti
cul
tur
aleduc
ati
on c
las
sroom.

Mor
eov
er,t
he c
hapt
ert
ri
est
o ex
ami
ne how t
oteac
h wi
tha

mul
ti
cul
tur
aleduc
ati
onper
spec
tiv
eandwhatar
ealmul
ti
cul
tur
al

c
las
sroom l
ook
sli
ke.

Obj
ect
ives

Att
heendoft
hisc
hapt
ers
tudent
swi
l
lbeabl
eto:

 Ex
plai
nthehi
stor
yanddef
ini
ti
onofmul
ti
cul
tur
aleduc
ati
on
  Des
cri
best
hegoalandphi
l
osophyofmul
ti
cul
tur
aleduc
ati
on

 Appr
eci
atehow mul
ti
cul
tur
aleduc
ati
oni
sac
ompl
exanda

mul
ti
cul
tur
alc
onc
ept

I
dent
if
ythe k
ey el
ement
sforef
fec
tiv
eteac
hing and t
he

not
abl
eappr
oac
hesofl
ear
ningi
nmul
ti
cul
tur
alc
las
sroom

 Poi
nt out what t
o be i
ncl
uded i
n t
eac
her educ
ati
on

c
urr
icul
um and t
he pot
ent
ialpr
obl
ems t
eac
her
sfac
ein

t
eac
hingc
hil
drenf
rom di
ver
sec
ult
uralbac
kgr
ounds
.

Cont
ent
s
1.
1.Cul
tur
e,Et
hni
cGr
oupandamul
ti
cul
tur
alSoc
iet
y

1.
2.ABr
iefHi
stor
yofMul
ti
cul
tur
alEduc
ati
on

1.
3.Def
ini
ti
onofMul
ti
cul
tur
alEduc
ati
on

1.
4.ThePhi
l
osophyandGoalofMul
ti
cul
tur
alEduc
ati
on

1.
5.TheDi
mens
ionsofMul
ti
cul
tur
alEduc
ati
on

1.
6.TheCur
ri
cul
um ofMul
ti
cul
tur
alEduc
ati
on

1.
6.1.Cl
ass
room Appr
oac
hes

1.
6.2. Teac
hing-
Lear
ning Appr
oac
hes i
n Mul
ti
cul
tur
al

Educ
ati
on

1.
6.Teac
her
sandMul
ti
cul
tur
alCur
ri
cul
um

1.
6.1.Teac
herEduc
ati
onf
orMul
ti
cul
tur
alEduc
ati
on

1.
6.2. Pot
ent
ialPr
obl
ems f
or Teac
her
sin Mul
ti
cul
tur
al

Educ
ati
on

1.
8.Cons
ider
ati
onsi
nteac
hingCul
tur
all
yDi
ver
seChi
l
dren

Ref
erenc
es
1. Bank
s,J
amesA.andBank
s,Cher
ryA.(
1993)
.

Mul
ti
cul
tur
alEduc
ati
on:I
ssuesandPer
spec
tiv
es.2nd

ed.Bos
ton:Al
l
ynandBac
on.

2. Gor
ski
,PaulC.(
1999)
.ABr
iefHi
stor
yofMul
ti
cul
tur
al

Educ
ati
on.Haml
i
neUni
ver
sit
yandEdChange

CHAPTERONE

1.MUL
TICUL
TURALEDUCATI
ON
 Ac
tiv
ity1.
1

Whati
sthemeani
ngoft
hewor
dmul
ti
cul
tur
al?

Ov
ert
hec
ent
uri
esanac
cept
edpol
i
cywast
hatpeopl
ecomi
ngt
o

anew c
ount
rywoul
d,af
terani
nit
ialadj
ust
mentper
iodbec
ome

as
simi
l
atedori
ntegr
atedwi
tht
hel
ocalpopul
ati
on.I
nsuc
hcas
es,

ats
omepoi
nt,t
hek
nowl
edgeoft
hei
rher
it
agewasnotpas
sedon,

whi
chequal
saf
orm ofdeni
al
.Mos
toft
hes
epeopl
ehav
elos
t

t
hei
rhi
stor
ies
,cus
toms
,andl
anguagesandhav
eac
cept
edt
he

c
ommonhi
stor
yoft
hedomi
nantc
ult
ure. Amor
ereal
i
sti
cpol
i
cy

i
smul
ti
cul
tur
ali
sm wher
ebydi
ver
sit
yofc
ult
uralgr
oupsc
oex
ist
s

andhasas
har
edc
ommi
tmentt
oac
ount
ry.

Ac
cor
dingt
oJamesBank
s,al
eadi
ngr
esear
cheri
nthi
sar
ea,t
he

maj
orgoalofmul
ti
cul
tur
aleduc
ati
oni
s,t
o“t
rans
for
mthes
chool

s
othatmal
eandf
emal
est
udent
s,ex
cept
ionals
tudent
s,aswel
l
ass
tudent
sfr
om di
ver
sec
ult
ural
,soc
ial
-cl
ass
,rac
ialandet
hni
c

gr
oupswi
l
lex
per
ienc
eanequaloppor
tuni
tyt
olear
nins
chool
.”A

maj
oras
sumpt
ionofmul
ti
cul
tur
aleduc
ati
oni
sthats
tudent
sfr
om

di
ver
segr
oupswi
l
lbemor
eli
kel
ytoac
hiev
eift
het
otalc
las
sroom

c
li
mat
eismor
econs
ist
entwi
tht
hei
rdi
ver
sec
ult
uresandl
ear
ning

s
tyl
es.

1.
1.Cul
tur
e,Et
hni
cGr
oupandamul
ti
cul
tur
alSoc
iet
y

1.
1.1.Def
ini
ti
onofCul
tur
e

Ac
tiv
ity1.
2

1. Def
inet
het
ermc
ult
urei
nyourownwor
ds

2. How do c
hil
dren ac
qui
ret
he c
ult
ure oft
he s
oci
etyt
hey

bel
ongt
o?

3.How woul
dyourt
eac
her
s us
e env
ironment
aland c
ult
ural

f
act
orsi
nthenei
ghbor
hoodoft
hes
choolt
omot
ivat
echi
l
dren

t
olear
n?

Cul
tur
ehasbeendef
inedi
nvar
iousway
sov
ert
hey
ear
s,butone
c
las
sicdef
ini
ti
ondev
elopedbyE.
B.Tay
lori
sfr
equent
lyc
itedby

s
oci
ologi
sts
.Ac
cor
dingt
oTay
lor
,cul
tur
eis“
thatc
ompl
exwhol
e

whi
chi
ncl
udesKnowl
edge,bel
i
efs
,ar
t,mor
als
,law,c
ust
om and

anyot
herc
apabi
l
iti
esandhabi
tsac
qui
redbymanasamemberof

s
oci
ety
.ForTay
lor
,cul
tur
eisnotonl
yar
tandmus
ic,ass
ome

maybel
i
eve,butal
soc
ons
ist
soft
hev
aluesandr
uleswel
i
veby
,

ouri
deal
sofgoodandev
il
,ourl
anguage,r
eli
gionands
ofor
th.I
n

ot
herwor
ds,ac
cor
ding t
o Tay
lor
,cul
tur
eref
erst
o al
lthati
s

l
ear
nedbyhumani
nas
oci
etyandar
etr
ans
mit
tedt
othenex
t

gener
ati
on.

Cul
tur
eiss
impl
ythef
abr
icofi
deal
s,bel
i
efs
,sk
il
ls
,tool
s,aes
thet
ic

obj
ect
s,met
hods oft
hink
ing,c
ust
oms
,and i
nst
it
uti
ons i
nto

whi
cheac
hmemberi
sbor
n.I
tcons
ist
soft
het
hingst
hepeopl
e

hav
elear
ned t
o do,t
o bel
i
eve,t
oval
ue,t
o enj
oy.The way

i
ndi
vi
dual
smak
eal
i
ving,t
hegamest
heypl
ay,t
hewayt
heyc
are

f
ort
hei
rchi
l
dren,t
hei
rfami
l
y or
gani
zat
ions
,thei
rmodes of

t
rans
por
tat
ion and c
ommuni
cat
ion-
alloft
hes
e and c
ount
les
s
ot
heri
temsnumer
oust
o ment
ion,c
ompr
iset
he c
ult
ure ofa

peopl
e.

Ac
ult
uralgr
oup s
har
esbehav
ior
alpat
ter
ns,s
ymbol
s,v
alues
,

bel
i
efs
, and ot
her human-
cons
truc
ted c
har
act
eri
sti
cs t
hat

di
sti
ngui
shi
tfr
om ot
hergr
oups
.Kr
oeberandKl
uck
huhn(
1952,

161)
, af
ter s
urv
eyi
ng def
ini
ti
ons of c
ult
ure, c
onc
luded t
hat

"
cul
tur
econs
ist
sofpat
ter
ns,ex
pli
ci
tand i
mpl
i
cit
,ofand f
or

behav
iorac
qui
redandt
rans
mit
tedbys
ymbol
s,c
ons
tit
uti
ngt
he

di
sti
nct
ive ac
hiev
ement
s of human gr
oups
,inc
ludi
ng t
hei
r

embodi
ment
sinar
ti
fac
ts;t
hees
sent
ialc
oreofc
ult
urec
ons
ist
sof

t
radi
ti
onal
..
.i
deasandes
pec
ial
l
ythei
rat
tac
hedv
alues
."

Kr
oeberandKl
uck
huhnemphas
izet
hei
ntangi
ble,s
ymbol
i
c,and

i
deat
ionalas
pec
tsofc
ult
ure.Theybel
i
evet
hati
n moder
niz
ed

s
oci
eti
esi
deas
,way
soft
hink
ing,v
alues
,sy
mbol
s,and ot
her

i
ntangi
bleas
pec
tsofhumanl
i
fe-
andnott
angi
bleobj
ect
ssuc
has

t
ool
s,c
lot
hing,or f
oods
-di
sti
ngui
sh one c
ult
uralgr
oup f
rom

anot
her
.Twoc
ult
uralgr
oupsmi
ghteatt
hes
amef
oodsbuthav
e
di
ff
erentmeani
ngsandi
nter
pret
ati
onsf
ort
hem.Forex
ampl
e,i
t

i
sthei
rval
ues
,per
spec
tiv
es,and way
sofv
iewi
ng r
eal
i
tyt
hat

di
sti
ngui
shc
ult
uralgr
oupsf
rom oneanot
heri
ntheUni
tedSt
ates
,

nott
hei
rcl
othi
ng,f
oods
,orot
hert
angi
bleas
pec
tsofgr
oupl
i
fe.

Cul
tur
econs
ist
sofs
har
edmeani
ngs
;af
rameofr
efer
enc
efor

ac
tion.I
tcanbedes
cri
bedas:

 as
yst
em ofr
ulesf
orac
tionors
tat
ement
swhi
chi
ndi
cat
e

t
her
angeofbehav
iort
hati
scons
ider
edac
cept
abl
e

 as
oci
alc
ons
truc
tion

a s
ituat
ion wher
e par
ti
ci
pant
s ar
e nur
tur
ed and

dev
elopedpr
ovi
dingameansofc
ommuni
cat
ion

Ac
tiv
ity1.
3

1.Col
l
ectt
ext
book
sfr
om l
ocalel
ement
aryands
econdar
y

s
chool
sandanal
yzeac
cor
dingt
othef
oll
owi
ngc
rit
eri
a:

a.Ar
efemal
esand mi
nor
it
ygr
oupsi
ncl
uded i
nthe

t
ext
book
s nar
rat
ive and i
l
lus
trat
ions
? Ar
e

i
ndi
vi
dual
swi
thdi
sabi
l
iti
esi
ncl
uded?
 b.When t
hes
eindi
vi
dual
s ar
einc
luded,ar
ethey

por
tray
edi
naf
airoras
ter
eot
ypedmanner
?

2.How doy
out
hinks
tudent
sreac
ttobook
sthatar
enot

par
toft
hei
rfami
l
iarc
ult
uralbac
kgr
ounds
?

1.
1.2.Et
hni
cGr
oup

Bec
aus
ethi
s doc
umentf
ocus
es on et
hni
c pl
ural
i
sm and i
ts

i
mpl
i
cat
ionsf
ors
choolr
efor
m,i
tises
sent
ialt
hatwees
tabl
i
sha

wor
king def
ini
ti
on ofet
hni
cgr
oup t
hatr
efl
ect
ssoc
ials
cienc
e

t
heor
y and r
esear
ch and f
aci
l
itat
es s
choolr
efor
m.No one

def
ini
ti
onoft
het
ermi
sac
cept
edbyal
lsoc
ials
cient
ist
s.Fort
he

pur
pos
e oft
his doc
ument t
he wor
king def
ini
ti
on r
efl
ect
sa

c
ompos
iteofex
ist
ingdef
ini
ti
ons
.

An et
hni
cgr
oup i
sdi
sti
ngui
shed f
rom ot
herk
indsofc
ult
ural

gr
oupsi
nthedef
ini
ti
onf
ort
hisdoc
ument
.Et
hni
cgr
oupi
sany

s
egmentoft
hepopul
ati
on t
hati
ssoc
ial
l
yvi
ewedashav
inga
s
har
ed nat
ionalhi
stor
y,whet
herornott
hey ac
tual
l
yfor
m a

gr
oupnoworhav
emai
ntai
nedmuc
hoft
hatc
ult
ure.I
tisagr
oup

ofpeopl
ewi
thadi
sti
nct
ivec
ult
ureandhi
stor
y.Et
hni
cgr
oupsar
e

c
oll
ect
ivi
ti
esofpeopl
ewhoont
hebas
isofs
elec
teddi
ff
erenc
es

s
uch as l
anguage, r
eli
gions
, bel
i
efs
, and mor
es c
ons
ider

t
hems
elv
esasdi
sti
nctf
rom ot
hergr
oups
.Thusanet
hni
cgr
oup

c
anbedes
cri
bedasas
pec
ifi
cki
ndofc
ult
uralgr
ouphav
ingal
lthe

f
oll
owi
ngc
har
act
eri
sti
cs.

a.I
tsor
igi
nspr
ecede t
he c
reat
ion ofa nat
ion-
stat
e orar
e

ex
ter
nalt
othenat
ion-
stat
e.Fori
nst
anc
e,i
nthec
aseoft
he

Uni
tedSt
ates
,et
hni
cgr
oupshav
edi
sti
nctpr
e-Uni
tedSt
ates

or ex
tro-
Uni
ted St
ates t
err
it
ori
albas
es,e.
g.,i
mmi
grant

gr
oupsandNat
iveAmer
icans
.

b.I
tisani
nvol
unt
arygr
oup,al
thoughi
ndi
vi
duali
dent
if
icat
ion

wi
tht
hegr
oup maybeopt
ional
.

c
.Ithasananc
est
ralt
radi
ti
onandi
tsmember
sshar
eas
ens
e

ofpeopl
ehoodandani
nter
dependenc
eoff
ate.
 d.I
thasdi
sti
ngui
shi
ngv
alueor
ient
ati
ons
,behav
ior
alpat
ter
ns,

andi
nter
est
s.

e.I
tsex
ist
enc
ehasani
nfl
uenc
e,i
nmanyc
asesas
ubs
tant
ial

i
nfl
uenc
e,ont
hel
i
vesofi
tsmember
s.

f
.Member
shi
p i
n t
he gr
oup i
sinf
luenc
ed bot
h by how

member
sdef
inet
hems
elv
esandbyhowt
heyar
edef
inedby

ot
her
s.

Thedef
ini
ti
onofet
hni
cgr
oups
tat
edabov
einc
ludess
omegr
oups

t
hatar
edi
sti
ngui
shedpr
imar
il
yont
hebas
isofr
ace,s
omet
hat

ar
edi
sti
ngui
shedpr
imar
il
yont
hebas
isofuni
ques
etsofc
ult
ural

andr
eli
giousat
tri
but
es,ands
omet
hatar
edi
sti
ngui
shedont
he

bas
isofnat
ionalor
igi
n.Thec
rit
eri
aforc
har
act
eri
zat
ion,ofc
our
se,

f
requent
lyov
erl
ap;J
apanes
eAmer
icans
,forex
ampl
e,c
ons
tit
ute

an et
hni
cgr
oup c
har
act
eri
zed bynat
ional
,cul
tur
al,and r
aci
al

or
igi
ns.Thedef
ini
ti
ondoesnoti
ncl
udec
ult
uralorr
egi
onalgr
oups

ofUni
ted St
atesor
igi
n,s
uch ast
hos
efr
om t
he Appal
achi
an

r
egi
on.Thi
sex
clus
iondoesnoti
mpl
ythats
uchgr
oupsdonot
hav
euni
quec
ult
uralex
per
ienc
est
hathav
eteac
hingi
mpl
i
cat
ions
.

Fac
tor
ssuc
hasr
egi
on,r
ace,gender
,soc
ialc
las
s,andr
eli
gionar
e

v
ari
abl
est
hatc
utac
ros
set
hni
cgr
oups
.St
udent
smus
tex
ami
ne

t
hes
efac
tor
stogai
nav
ali
dunder
standi
ngoft
henat
ureofr
aci
al
,

et
hni
c,andc
ult
uraldi
ver
sit
yins
oci
ety
.

Et
hni
ci
tyc
an be def
ined as a f
eel
i
ng of i
dent
if
icat
ion

bel
ongi
ngt
oapar
ti
cul
arc
ult
ure.I
npar
ti
cul
ar:

i
tindi
cat
esas
ens
eofpeopl
ehoodorgr
oupi
dent
it
y

i
tisr
einf
orc
ed and s
trengt
hened by as
soc
iat
ion wi
th

ot
her
sshar
ingt
hes
amebac
kgr
ound

 member
sofanet
hni
cgr
oups
har
eac
ommonhi
stor
ical

her
it
age

1.
1.3.AMul
ti
cul
tur
alSoc
iet
y

A mul
ti
cul
tur
als
oci
etyorc
ult
uralpl
ural
i
sm i
sone i
n whi
cha

v
ari
etyofdi
ff
erentc
ult
uralgr
oupsc
oex
isthar
moni
ous
ly,f
reet
o
mai
ntai
nthei
rdi
sti
nct
iver
eli
gious
,li
ngui
sti
cors
oci
alc
ust
oms
,

equalasi
ndi
vi
dual
sint
hei
rac
ces
stor
esour
cesand s
erv
ices

appr
opr
iat
etot
hem andt
hei
rneeds
,toc
ivi
landpol
i
tic
alr
ight
s

ands
har
ingwi
tht
her
estofs
oci
etypar
ti
cul
arc
onc
ernsv
alues
.

Thati
s,s
omeoft
hemaj
orel
ement
sinc
lude:

 ex
ist
enc
eofdi
ver
sit
y

v
alui
ngofc
ult
uraldi
ver
sit
y

 as
har
ingandi
nter
act
ionwi
thot
hergr
oups

 equal
i
tyofac
ces
stor
esour
ces

s
har
edc
ommi
tmentt
othenat
ion

Cul
tur
al pl
ural
i
sm c
all
sfor under
standi
ng and appr
eci
ati
ng

di
ff
erenc
esamong peopl
esot
hatet
hni
cgr
oupsc
an mai
ntai
n

t
hei
rcus
tom,f
olk mor
esand l
anguagesand s
til
lbe abl
eto

par
ti
ci
pat
eint
he c
ommon c
ivi
c mai
nst
ream c
ult
ure.I
deal
l
y

c
ult
uralpl
ural
i
sm pr
omot
esas
ens
eofwhol
enes
swi
thi
nsoc
iet
y,

bas
ed on t
he s
trengt
hs ofeac
h ofi
ts par
ts orgr
oups and
mai
ntai
ns t
hatet
hni
c gr
oup i
nter
est
scan c
oinc
ide wi
tht
he

i
nter
estoft
henat
ion.

1.
1.4.Pr
inc
ipl
esofEt
hni
candCul
tur
alDi
ver
sit
y

1.Et
hni
c and cul
tur
aldi
ver
sit
yshoul
d be r
ecogni
zed and

r
espect
edatt
hei
ndi
vi
dual
,gr
oup,ands
oci
etall
evel
s

Et
hni
candc
ult
uraldi
ver
sit
yisas
oci
alr
eal
i
tyal
ltoof
requent
ly

i
gnor
ed by educ
ati
onal i
nst
it
uti
ons
,yet i
t des
erv
es open

r
ecogni
ti
on.Member
sofet
hni
candc
ult
uralgr
oupsof
tenhav
e

wor
ldv
iews
,val
ues
,tr
adi
ti
ons
,and pr
act
ices t
hatdi
ff
erf
rom

t
hos
eoft
hemai
nst
ream s
oci
etyandf
rom t
hos
eofot
heret
hni
c

gr
oups
.

Ev
en i
nthe mi
dstofa mar
ked degr
ee ofas
simi
l
ati
on and

ac
cul
tur
ati
on,and i
nspi
te ofef
for
tst
oignor
e,bel
i
ttl
e,or

el
i
minat
esome et
hni
c di
ff
erenc
es,many c
iti
zenshav
est
rong

f
eel
i
ngsofet
hni
cident
it
y.Si
ncet
hec
ivi
lri
ght
smov
ementoft
he

1960sand 1970s
,some et
hni
cgr
oupshav
e hei
ght
ened t
hei
r
v
isi
bil
i
tyandi
ncr
eas
edt
hei
rdemandsf
orequaloppor
tuni
ty(
Alba

1990)
.Et
hni
candc
ult
uraldi
ver
sit
ycont
inuest
oper
meat
eli
fei
n

di
ff
erent nat
ions
.It
s per
sis
tenc
e and our nat
ion'
schangi
ng

demogr
aphi
css
ugges
tthat i
t wi
l
lchar
act
eri
ze t
he f
utur
e

(
Hodgk
ins
on1985)
.

Si
mpl
yrec
ogni
zi
nget
hni
candc
ult
uraldi
ver
sit
yisnotenough.

Under
standi
ng and r
espec
tfordi
ver
sev
alues
,tr
adi
ti
ons
,and

behav
ior
sar
ees
sent
iali
fwear
etoac
tual
i
zef
ull
yournat
ion'
s

democ
rat
ici
deal
s.Thec
allf
orunder
standi
ngandr
espec
tisbas
ed

onabel
i
eft
hatt
heex
ist
enc
eandex
pres
sionofdi
ff
erenc
esc
an

i
mpr
ovet
hequal
i
tyofl
i
fef
ori
ndi
vi
dual
s,f
oret
hni
candc
ult
ural

gr
oups
,andf
ors
oci
etyasawhol
e.

Fori
ndi
vi
dual
s,gr
oupi
dent
it
ycanpr
ovi
deaf
oundat
ionf
ors
elf
-

def
ini
ti
on.Et
hni
candc
ult
uralgr
oupmember
shi
pcanpr
ovi
dea

s
ens
eofbel
ongi
ng,ofs
har
edt
radi
ti
ons
,ofi
nter
dependenc
eof

f
ate-
espec
ial
l
yformember
sofgr
oupswhohav
eal
ltooof
tenhad

r
est
ri
ctedac
ces
stoi
nst
it
uti
onsi
nthel
argers
oci
ety
.Whens
oci
ety
v
iewset
hni
candc
ult
uraldi
ff
erenc
eswi
thr
espec
t,i
ndi
vi
dual
scan

def
inet
hems
elv
eset
hni
cal
l
ywi
thoutc
onf
li
ctors
hame.

Theps
ychol
ogi
calc
ostofas
simi
l
ati
onhasbeenandc
ont
inuest
o

behi
ghf
ormanyc
iti
zens
.Itt
ooof
tendemandss
elf
-deni
al
,sel
f-

hat
red,andr
ejec
tionoff
ami
l
yandet
hni
cti
es.Soc
ialdemandsf
or

c
onf
ormi
ty,whi
chhav
ehar
mfulhumanc
ons
equenc
es,ar
enei
ther

democ
rat
icnorhumane.Suc
hpr
act
icesdenydi
gni
tybyr
efus
ing

t
oac
cepti
ndi
vi
dual
sasper
sonsi
nthems
elv
esandbyl
i
mit
ingt
he

r
eal
i
zat
ionofhumanpot
ent
ial
.Suc
hdemandsr
unc
ount
ert
othe

democ
rat
icv
alues off
reedom ofas
soc
iat
ion and equal
i
ty of

oppor
tuni
ty.

As
oci
etyt
hatr
espec
tset
hni
cgr
oupdi
ff
erenc
esai
mst
opr
otec
t

i
tsc
iti
zensf
rom di
scr
imi
nat
orypr
act
icesandpr
ejudi
ci
alat
ti
tudes
.

Suc
hres
pec
tsuppor
tst
hes
urv
ivaloft
hes
egr
oupsandaugment
s

t
hei
roppor
tuni
ti
est
oshapet
hei
rli
vesi
nway
stheyc
hoos
e.For

s
oci
ety as a whol
e,et
hni
c gr
oups c
an s
erv
e as s
our
ces of

i
nnov
ati
on.Byr
espec
tingdi
ff
erenc
es,s
oci
etyi
spr
ovi
dedawi
der
bas
eofi
deas
,val
ues
,andbehav
ior
sthati
ncr
eas
eit
scapac
ityf
or

c
reat
ivec
hange.

Copi
ng wi
th(
sat
isf
ychange i
sfundament
alt
othe s
urv
ivalof

c
ult
ure. Adapt
ing t
o new c
ondi
ti
ons i
s c
rit
ical
. Wi
thout

c
ons
truc
tiv
ereac
tion t
ochange, c
ult
ures may weak
en and

det
eri
orat
e.I
nthef
aceofr
api
dlyc
hangi
ngc
ondi
ti
ons
,al
lnat
ions
,

hav
etobec
onc
ernedwi
thens
uri
ngmec
hani
smsf
orc
opi
ngwi
th

c
hange.One way c
ult
uresc
hange i
sthr
ough t
he pr
oces
sof

i
nnov
ati
on: a per
son (
or per
sons
)int
roduc
es new way
s of

t
hink
ingorbehav
ingwhi
char
eac
cept
edbys
oci
etyorc
hal
l
enge

c
ult
uralv
iews
.Byr
espec
tingt
hepl
ural
i
tyofet
hni
candc
ult
ural

l
i
fe-
sty
les
,andbyper
mit
ti
ngt
hem t
ofl
our
ish,ournat
ionalc
ult
ure

mayex
pandt
hebas
eofal
ter
nat
ivesf
rom whi
chi
tcandr
aw i
n

r
espondi
ngt
onewc
ondi
ti
onsandnewpr
obl
ems
.

Conv
ers
ely
,tot
he ex
tentt
hata c
ult
urei
shomogeneous
,it
s

c
apabi
l
ityf
orc
reat
ivec
hange i
sli
mit
ed.When t
he r
ange of

t
oler
ateddi
ff
erenc
esi
nval
uesandbehav
ior
sismi
nimal
,ri
gidi
ty
i
nhi
bit
s i
nnov
ati
on. Too muc
h c
onf
ormi
ty(
acc
ept
anc
e and

c
onv
ergenc
eisc
har
act
eri
sti
cofmas
scul
tur
e.Ont
heot
herhand,

t
ool
i
ttl
eac
cept
anc
eofc
ommonc
ult
uralv
aluesandpr
act
icesc
an

pr
oduc
e s
oci
al di
sor
gani
zat
ion(
dis
tur
banc
e. The

bal
anc
e(c
onf
ormi
tyi
sadel
i
cat
e(di
ff
icul
t onei
nac
ult
uret
hat

mus
tfac
eupt
othec
hal
l
engeofc
hangi
ngc
ondi
ti
ons
;ady
nami
c

andpl
ural
i
sti
cnat
ionc
annotbel
eftwi
thoutac
ces
stoc
ompet
ing,

uni
que,and c
reat
ivei
deas
.Rec
ogni
ti
on and r
espec
tforet
hni
c

andc
ult
uraldi
ff
erenc
esenabl
esoc
iet
ytoenhanc
ethepot
ent
ialof

i
ndi
vi
dual
s and t
he i
ntegr
it
y and c
ont
ri
but
ions ofet
hni
c and

c
ult
uralgr
oups
,ands
otor
efr
esht
hec
ult
ure.

2.Et
hni
cand cul
tur
aldi
ver
sit
ypr
ovi
desabas
isf
ors
oci
etal

enr
ichment
(accept
ance ,cohes
ivenes
s(coopr
ati
venes
s,and

s
urvi
val

Thepr
inc
ipl
esonwhi
cht
hes
egui
del
i
nesar
ebas
eds
eeknotonl
y

t
orec
ogni
zeandr
espec
tet
hni
candc
ult
uraldi
ver
sit
ybutal
sot
o

es
tabl
i
sh ac
ros
srac
ial
,et
hni
c,and c
ult
urall
i
nes i
nter
cul
tur
al
bondst
hatwi
l
lcont
ri
but
etot
hes
trengt
handv
ital
i
tyofs
oci
ety
.

Thi
spos
iti
onmai
ntai
nst
her
ightofet
hni
cgr
oupst
osoc
ial
i
zet
hei
r

y
oungi
ntot
hei
rcul
tur
alpat
ter
nsasl
ongass
uchpr
act
icesar
e

c
ons
ist
entwi
thhumandi
gni
tyanddemoc
rat
ici
deal
s.Ther
efor
e,

an i
ndi
vi
dual
'
s pr
imar
y gr
oup as
soc
iat
ions
-fami
l
y r
elat
ions
,

f
ri
ends
hip gr
oups
,rel
i
gious af
fi
li
ati
ons
(rel
ati
ons
hips
-may be

heav
il
yinf
luenc
ed by et
hni
ctr
adi
ti
ons
. At t
he s
ame t
ime,

member
s of et
hni
c gr
oups hav
e bot
h t
he r
ight and t
he

r
espons
ibi
l
ityt
oac
ceptdemoc
rat
icv
aluesandt
ohel
pshapet
he

s
igni
fi
canti
nst
it
uti
onsoft
hel
argers
oci
ety
.Legalandeduc
ati
onal

i
nst
it
uti
onsmus
thav
eas
trong c
ommi
tmentt
o af
fec
ting t
he

c
ondi
ti
onst
hatwi
l
lper
mitmember
sofet
hni
cgr
oupst
obec
ome

f
ull
ypar
ti
ci
pat
ingmember
soft
hel
argers
oci
ety
.Et
hni
cgr
oups

mus
tfeelt
hatt
heyhav
eas
tak
eint
hiss
oci
ety
;tot
heex
tentt
hat

et
hni
c gr
oup member
sfeela s
ens
e ofowner
shi
pins
oci
etal

i
nst
it
uti
ons
,thei
rcul
tur
alpr
act
iceswi
l
lref
lec
tthei
nher
entv
alues

ofs
oci
etyasawhol
e.
Res
pec
tforet
hni
c di
ff
erenc
es s
houl
d pr
omot
e,notdes
troy
,

s
oci
etalc
ohes
ion.Al
thoughs
epar
ati
smi
snott
hedes
ireofmos
t

member
s ofet
hni
c gr
oups
,they s
trongl
y demand t
hatt
hei
r

hi
stor
ies and c
ult
ures bec
ome i
ntegr
alpar
ts of t
he s
chool

c
urr
icul
um andt
hel
argers
oci
ety(
Asant
e,1991)
.Tot
heex
tent

t
hats
oci
etyc
reat
esanenv
ironmenti
nwhi
chal
let
hni
cgr
oups

c
an f
lour
ish, and i
n whi
ch s
uch gr
oups c
an c
ont
ri
but
e

c
ons
truc
tiv
elyt
othes
hapi
ngofpubl
i
cins
tit
uti
ons
,hos
til
i
tieswi
l
l

bedef
usedandt
hes
oci
etywi
l
lbenef
itf
rom i
tsr
ichbas
eofet
hni
c

t
radi
ti
onsandc
ult
ures
.Inef
fec
t,uni
tyt
hri
vesi
nanat
mos
pher
e

wher
evar
iet
iesofhumanpot
ent
ialar
enei
thers
oci
al
lyc
ens
ored

nori
gnor
ed,butv
alued.

3.Equal
i
tyofoppor
tuni
tymus
tbeaf
for
dedt
oal
lmember
sof

et
hni
candcul
tur
algr
oups
.

Rec
ogni
ti
onandr
espec
tforet
hni
candc
ult
uralgr
oupsr
equi
re

l
egalenf
orc
ementofequalec
onomi
c,pol
i
tic
al,andeduc
ati
onal

oppor
tuni
ty.Any
thi
ng l
essdowngr
ade et
hni
cgr
oupsand t
hei
r
member
stot
he i
nfer
iors
tat
ust
hathast
oo of
ten l
i
mit
ed t
he

qual
i
tyoft
hei
rli
ves
.

Et
hni
candc
ult
uralgr
oupst
hems
elv
esc
ont
inuet
odemandequal

par
ti
ci
pat
ioni
nsoc
iet
yasawhol
e.I
fsoc
iet
yist
obenef
itf
rom

et
hni
cand c
ult
uraldi
ff
erenc
es,i
tmus
tpr
ovi
de f
ors
igni
fi
cant

i
nter
act
ionswi
thi
nsoc
iali
nst
it
uti
ons
.Tor
eac
hthi
sgoal
,et
hni
c

and c
ult
uralgr
oups mus
thav
e ac
ces
stot
he f
ullr
ange of

oc
cupat
ional
,educ
ati
onal
,ec
onomi
c,andpol
i
tic
aloppor
tuni
ti
es.

Soc
iet
ywi
l
lbenef
itf
rom s
truc
tur
ali
ntegr
ati
on and t
hemut
ual

i
nvol
vementofal
lsor
tsofpeopl
einpol
i
tic
al,educ
ati
onal
,and

ec
onomi
cli
fe.

4.Et
hni
candcul
tur
ali
dent
if
icat
ionf
ori
ndi
vi
dual
sshoul
dbe

opt
ionali
nademocr
acy

Thedegr
eeofi
ndi
vi
dual
s'et
hni
cat
tac
hment
sandaf
fi
li
ati
onsv
ary

gr
eat
ly.Thebel
i
efsandbehav
ior
sofs
omei
ndi
vi
dual
sar
eheav
il
y

i
nfl
uenc
edbyt
hei
ret
hni
ccul
tur
eorc
ult
ures
;ot
her
smai
ntai
nonl
y

s
omeet
hni
cbel
i
efsandbehav
ior
alc
har
act
eri
sti
cs;s
til
lot
her
str
y
t
orej
ectorl
ose,orar
esi
mpl
yunawar
eof
,thei
ret
hni
cor
igi
ns.

Ther
ear
eal
soi
ndi
vi
dual
sofmi
xedet
hni
cor
igi
nwhoi
dent
if
ywi
th

mor
ethanonegr
ouporf
orwhom et
hni
cident
if
icat
ionmaybe

di
ff
icul
tori
mpos
sibl
e.

Formanyper
sons
,then,et
hni
ccr
it
eri
a maybe i
rr
elev
antf
or

pur
pos
esofs
elf
-i
dent
if
icat
ion.Thei
rident
it
iess
tem pr
imar
il
yfr
om,

f
orex
ampl
e,gender
,soc
ialc
las
s,oc
cupat
ion,pol
i
tic
alaf
fi
li
ati
on,

orr
eli
gion.Mor
eov
er,et
hni
cor
igi
nsoughtnott
ober
omant
ici
zed.

Many
,thoughnotal
l
,whol
eftt
hei
ror
igi
nalhomel
andsdi
dso

bec
aus
eoppor
tuni
ti
eswer
ecl
osedt
othem t
her
e.Howev
ergood

"
thegoodol
dday
s"wer
e,t
heyar
egone.The"
oldc
ount
ri
es"t
oo

hav
e been c
hangi
ng. Et
hni
ci
ty s
houl
d not be mai
ntai
ned

ar
ti
fi
ci
al
ly
.

I
tisi
ncons
ist
entwi
thademoc
rat
ici
deol
ogyt
omandat
eet
hni
c

af
fi
li
ati
on.I
nani
deal
i
zeddemoc
rat
ics
oci
ety
,indi
vi
dual
sar
efr
ee

t
ochoos
ethei
rgr
oupal
l
egi
anc
es.As
soc
iat
ions
houl
dbev
olunt
ary
.
 1.
2.ABr
iefHi
stor
yofMul
ti
cul
tur
alEduc
ati
on

Ac
tiv
ity1.
4

Whatdoy
out
hinkar
ether
oot
sofmul
ti
cul
tur
aleduc
ati
on?

As c
onc
ept
ual
i
zat
ions of mul
ti
cul
tur
aleduc
ati
on ev
olv
e and

di
ver
sif
y,i
tisi
mpor
tantt
orev
isi
tit
shi
stor
icalf
oundat
ion-
-the

r
oot
sfr
om whi
chi
tspr
ang.Whatdi
dthe ear
li
estf
orms of

mul
ti
cul
tur
aleduc
ati
onl
ookl
i
keandwhats
oci
alc
ondi
ti
onsgav
e

r
iset
othem? What educ
ati
onalt
radi
ti
ons and phi
l
osophi
es

pr
ovi
ded t
he f
ramewor
kfort
he dev
elopmentofmul
ti
cul
tur
al
educ
ati
on?How hasmul
ti
cul
tur
aleduc
ati
on c
hanged s
inc
eit
s

ear
li
estc
onc
ept
ual
i
zat
ion? The ans
wer
sto t
hes
e ques
tions

pr
ovi
deani
mpor
tantc
ont
ext
ualgr
oundi
ngf
orunder
standi
ngt
he

v
ari
ousmodel
sofmul
ti
cul
tur
aleduc
ati
onev
olv
ingt
oday
.

Thehi
stor
icalr
oot
sofmul
ti
cul
tur
aleduc
ati
onl
i
eint
hec
ivi
lri
ght
s

mov
ement
sofv
ari
oushi
stor
ical
l
yoppr
ess
edgr
oups
.Manyt
rac
e

t
hehi
stor
yofmul
ti
cul
tur
aleduc
ati
onbac
ktot
hes
oci
alac
tionof

Af
ri
can Amer
icansand ot
herpeopl
e ofc
olorwho c
hal
l
enged

di
scr
imi
nat
orypr
act
icesi
npubl
i
cins
tit
uti
onsdur
ingt
hec
ivi
lri
ght
s

s
truggl
esoft
he1960s(
Bank
s,1991)
.Amongt
hos
eins
tit
uti
ons

s
pec
ifi
cal
l
ytar
get
ed wer
e educ
ati
onali
nst
it
uti
ons
,whi
ch wer
e

amongt
hemos
toppr
ess
iveandhos
til
etot
hei
deal
sofr
aci
al

equal
i
ty.Ac
tiv
ist
s,c
ommuni
tyl
eader
s,and par
ent
scal
l
ed f
or

c
urr
icul
arr
efor
m and i
nsi
sted on a r
e-ex
ami
nat
ion ofhi
ri
ng

pr
act
ices
.Bot
h,t
heydemanded,s
houl
dbemor
econs
ist
entwi
th

t
her
aci
aldi
ver
sit
yint
hec
ount
ry.

I
nthel
ate1960sandear
ly1970s
,thewomen'
sri
ght
smov
ement
j
oined t
hispus
hforeduc
ati
on r
efor
m.Women'
sri
ght
sgr
oups

c
hal
l
enged i
nequi
ti
es i
n empl
oyment and educ
ati
onal

oppor
tuni
ti
es as wel
las i
ncome,i
dent
if
ying educ
ati
on as a

pr
imar
ycont
ri
but
ing f
act
or i
nins
tit
uti
onal
i
zed and s
yst
emi
c

s
exi
sm.Femi
nis
tsc
hol
arsandot
herwomenac
tiv
ist
s,l
i
kegr
oups

ofc
olorbef
oret
hem,i
nsi
stedonc
urr
icul
amor
einc
lus
iveoft
hei
r

hi
stor
iesandex
per
ienc
es.Theyc
hal
l
engedt
hedi
scr
epanc
ylow

numberoff
emal
eadmi
nis
trat
orsr
elat
ivet
otheper
cent
ageof

f
emal
eteac
her
s(Bank
s,1991)
.

Sens
ingpr
ogr
ess-
-ifonl
ysl
i
ght-
-bygr
oupsofc
olorandwomen

i
nthei
rst
ruggl
esf
orhuman r
ight
sand s
oci
aland educ
ati
onal

c
hangei
ntot
heear
ly1970s
,ot
hert
radi
ti
onal
l
yoppr
ess
edgr
oups

f
oundgr
owi
ngs
uppor
tandener
gyf
ort
hei
rmov
ement
s.Thr
ough

t
he1970s
,gayandl
esbi
angr
oups
,theel
der
ly,andpeopl
ewi
th

di
sabi
l
iti
esor
gani
zedv
isi
bleandpower
fulpus
hesf
ors
oci
opol
i
tic
al

andhumanr
ight
s.

AsK-
12s
chool
s,uni
ver
sit
ies
,andot
hereduc
ati
onali
nst
it
uti
ons
and or
gani
zat
ionss
crambl
ed t
oaddr
esst
hec
onc
ernsoft
hes
e

andot
herhi
stor
ical
l
ymar
ginal
i
zedgr
oups
,ahos
tofpr
ogr
ams
,

pr
act
ices
,andpol
i
ciesemer
ged,mos
tlyf
ocus
edons
li
ghtc
hanges

oraddi
ti
ons t
otr
adi
ti
onalc
urr
icul
um.Toget
her
,the s
epar
ate

ac
tionsoft
hes
evar
iousgr
oupswhower
edi
ssat
isf
iedwi
tht
he

i
nequi
ti
es oft
he educ
ati
on s
yst
em,al
ong wi
tht
he r
esul
ti
ng

r
eac
tion ofeduc
ati
onali
nst
it
uti
onsdur
ing t
he l
ate 1960sand

1970s
,def
ined t
he ear
li
estc
onc
ept
ual
i
zat
ion ofmul
ti
cul
tur
al

educ
ati
on.

The 1980ss
aw t
he emer
genc
e ofa body ofs
chol
ars
hip on

mul
ti
cul
tur
aleduc
ati
on by pr
ogr
ess
ive educ
ati
on ac
tiv
ist
s and

r
esear
cher
s who r
efus
ed t
o al
l
ow s
chool
sto addr
esst
hei
r

c
onc
ernsbys
impl
yaddi
ngt
okenpr
ogr
amsands
pec
ialuni
tson

f
amouswomenorf
amouspeopl
eofc
olor
.JamesBank
s,oneof

t
he pi
oneer
s ofmul
ti
cul
tur
aleduc
ati
on,was among t
he f
ir
st

mul
ti
cul
tur
aleduc
ati
on s
chol
arst
o ex
ami
ne s
chool
s as s
oci
al

s
yst
ems f
rom a mul
ti
cul
tur
al c
ont
ext
. He gr
ounded hi
s
c
onc
ept
ual
i
zat
ion of mul
ti
cul
tur
al educ
ati
on i
n t
he i
dea of

“
educ
ati
onalequal
i
ty.
”Ac
cor
dingt
oBank
s,i
nor
dert
omai
ntai
na

“
mul
ti
cul
tur
als
choolenv
ironment
,”al
las
pec
tsoft
hes
choolhad

t
o be ex
ami
ned and t
rans
for
med,i
ncl
udi
ng pol
i
cies
,teac
her
s'

at
ti
tudes
, i
nst
ruc
tional mat
eri
al
s, as
ses
sment met
hods
,

c
ouns
eli
ng,andt
eac
hings
tyl
es.

By t
he mi
ddl
e and l
ate 1980s
,ot
herK-
12 t
eac
her
s-t
urned-

s
chol
arsi
ncl
udi
ngCar
lGr
ant
,Chr
ist
ineSl
eet
er,Genev
aGay
,and

Soni
aNi
etopr
ovi
dedmor
esc
hol
ars
hipi
nmul
ti
cul
tur
aleduc
ati
on,

dev
elopi
ngnew,deeperf
ramewor
kst
hatwer
egr
oundedi
nthe

i
dealofequaleduc
ati
onaloppor
tuni
tyandac
onnec
tionbet
ween

s
choolt
rans
for
mat
ion and s
oci
alc
hange.I
n or
dert
o mov
e

bey
onds
li
ghtc
urr
icul
arc
hanges
,whi
chmanyar
guedonl
yfur
ther

di
ff
erent
iat
edbet
weent
hec
urr
icul
ar“
nor
m”andt
hemar
ginal
i
zed

“
other
,”t
heybui
l
tonBank
s'swor
k,ex
ami
ningot
hers
truc
tur
al

f
oundat
ionsofs
chool
sandhow t
hes
econt
ri
but
edt
oeduc
ati
onal

i
nequi
ti
es.Tr
ack
ing,c
ult
ural
l
yoppr
ess
ivet
eac
hing appr
oac
hes
,
s
tandar
diz
ed t
est
s,s
chool f
undi
ng di
scr
epanc
ies
,cl
ass
room

c
li
mat
e,di
scr
imi
nat
oryhi
ri
ngpr
act
ices
,andot
hers
ympt
omsofan

ai
l
ingandoppr
ess
iveeduc
ati
ons
yst
em wer
eex
pos
ed,di
scus
sed,

andc
rit
ici
zed.

Meanwhi
l
e,t
hec
ult
urall
ands
capeoft
heUni
tedSt
atesc
ont
inued

t
obec
omel
essv
isi
blywhi
teChr
ist
ianandmor
evi
si
blyr
ichwi
th

c
ult
ural
,rac
ial
,et
hni
c,andr
eli
giousdi
ver
sit
y,under
scor
ingt
he

nec
ess
ityf
orev
ery
onet
odev
elopas
etofs
kil
l
sandk
nowl
edge

t
hatt
hepr
esents
yst
em wasf
ail
i
ngt
opr
ovi
deal
lst
udent
s.Thes
e

i
ncl
uded c
reat
ive and c
rit
ical t
hink
ing s
kil
l
s,i
nter
cul
tur
al

c
ompet
enc
e,and s
oci
aland gl
obalawar
enes
s.The educ
ati
on

s
yst
em was not onl
y pl
agued by unequal t
reat
ment of

t
radi
ti
onal
l
y oppr
ess
ed gr
oups
,but was al
soi
l
l-equi
pped t
o

pr
epar
eev
ent
hemos
thi
ghl
ypr
ivi
l
egeds
tudent
stoc
ompet
ent
ly

par
ti
ci
pat
einani
ncr
eas
ingl
ydi
ver
ses
oci
ety
.

Soast
he1980sf
lowedi
ntot
hef
inaldec
adeoft
het
went
iet
h

c
ent
ury
,mul
ti
cul
tur
aleduc
ati
ons
chol
arsr
efoc
usedt
hes
truggl
e
on dev
elopi
ng new appr
oac
hesand model
sofeduc
ati
on and

l
ear
ningbui
l
tonaf
oundat
ionofs
oci
alj
ust
ice,c
rit
icalt
hink
ing,

and equaloppor
tuni
ty. Educ
ator
s,r
esear
cher
s, and c
ult
ural

t
heor
ist
sbegant
ofur
therdec
ons
truc
ttr
adi
ti
onalmodel
sinbot
h

t
he K-
12 and hi
gher educ
ati
on ar
enas f
rom a mul
ti
cul
tur
al

f
ramewor
k.J
oelSpr
ing,Pet
erMc
Lar
en,Henr
yGi
roux
,andot
her
s

c
ont
ri
but
edt
oanew bodyofc
rit
icals
oci
o-c
ult
uralc
rit
ici
sm of

educ
ati
onali
nst
it
uti
onswi
thi
nthec
ont
extofl
argers
oci
etaland

gl
obaldi
mens
ionsofpower
,pr
ivi
l
ege,andec
onomi
cs,andt
he

i
nter
sec
tionsoft
hes
e.Whats
tar
tedass
mal
lcur
ri
cul
ars
hif
tsand

addi
ti
onshasbec
omeaf
ramewor
kforr
e-ex
ami
ningbot
hsc
hool
s

and s
oci
etyf
rom apr
ogr
ess
iveand t
rans
for
mat
ivef
ramewor
k.

Forex
ampl
e,Ov
andoandMc
Lar
en(
2000)poi
ntoutt
hat
:

“
Asl
ongaswecont
inuet
ooper
atewi
thi
ntheexi
sti
ng

capi
tal
i
sts
oci
alr
elat
ionsoft
hel
argers
oci
ety,t
her
eis

goodr
eas
ont
obel
i
evet
hatr
aci
sm ands
oci
ali
njus
tice

wi
l
lcont
inuet
opos
eas
eri
oust
hreatt
odemocr
acyand
 t
hatt
he dr
eam ofs
oci
alequal
i
tywi
l
lremai
nlar
gel
y

unr
eal
i
zed.
”

So,whi
l
e wor
kcont
inues t
owar
dsc
hoolt
rans
for
mat
ion,t
he

emer
gingc
onc
ept
ual
i
zat
ionsofmul
ti
cul
tur
aleduc
ati
ons
tres
sthat

t
hiswor
kmus
tbeunder
stoodr
elat
ivet
othes
oci
alandpol
i
tic
al

s
truc
tur
est
hatc
urr
ent
lyc
ont
roleduc
ati
oni
nthedi
ff
erentnat
ions

oft
hewor
ld,andt
hatt
het
woar
eint
ri
nsi
cal
l
yli
nked.Mul
ti
cul
tur
al

educ
ati
on, i
n i
ts det
ermi
nat
ion t
o addr
ess t
he i
l
ls and

s
hor
tcomi
ngsoft
hec
urr
enteduc
ati
ons
yst
em,c
anbeas
tar
ti
ng

poi
ntt
oel
i
minat
ingi
nequi
ti
esi
nsoc
iet
y.

Today
,li
ter
all
ydoz
ensofmodel
sandf
ramewor
ksf
ormul
ti
cul
tur
al

educ
ati
onex
ist
.Whi
l
etheor
yands
chol
ars
hiphasmov
edf
rom

s
mal
lcur
ri
cul
ar r
evi
si
ons t
o appr
oac
hes t
hat c
allf
or f
ull

t
rans
for
mat
ions of s
elf
, s
chool
s, and s
oci
ety
, many

i
mpl
ement
ati
ons of mul
ti
cul
tur
al educ
ati
on s
til
l begi
n wi
th

c
urr
icul
araddi
ti
onsofdi
ver
ses
our
ces
.
 Ac
tiv
ity1.
5

Whatdi
dtheear
li
estf
ormsofmul
ti
cul
tur
aleduc
ati
onl
ookl
i
keand

whats
oci
alc
ondi
ti
ons gav
eri
set
othem? Whateduc
ati
onal

t
radi
ti
ons and phi
l
osophi
es pr
ovi
ded t
he f
ramewor
kfor t
he

dev
elopmentofmul
ti
cul
tur
aleduc
ati
on? How has mul
ti
cul
tur
al

educ
ati
onc
hangeds
inc
eit
sear
li
estc
onc
ept
ual
i
zat
ion?

1.
3.Def
ini
ti
onofMul
ti
cul
tur
alEduc
ati
on

Ac
tiv
ity1.
6

1. Whatdoy
out
hinki
stheneedt
omak
est
udent
sawar
eof

mul
ti
cul
tur
ali
ssues and how mi
ght t
hey be appl
i
ed t
o

educ
ati
on?

2. Whati
tmeanst
oteac
hinamul
ti
cul
tur
alway
?Hav
eyou

ev
erbei
ngt
aughti
nthi
sway
?

Si
ncei
tsear
li
estc
onc
ept
ual
i
zat
ionsi
nthe 1960s
,mul
ti
cul
tur
al

educ
ati
on hasbeen t
rans
for
med,r
efoc
used,r
e-c
onc
ept
ual
i
zed,
andi
nac
ons
tants
tat
eofev
olut
ionbot
hint
heor
yandi
npr
act
ice.

I
tisr
aret
hatanyt
woc
las
sroom t
eac
her
soreduc
ati
ons
chol
ars

wi
l
lhav
ethes
amedef
ini
ti
onf
ormul
ti
cul
tur
aleduc
ati
on.Aswi
th

anydi
al
ogueoneduc
ati
on,i
ndi
vi
dual
stendt
omol
dconc
ept
sto

f
itt
hei
rpar
ti
cul
arf
ocus
.

Some di
scus
smul
ti
cul
tur
aleduc
ati
on asa s
hif
tinc
urr
icul
um,

per
hapsass
impl
e asaddi
ng new and di
ver
se mat
eri
al
sand

per
spec
tiv
es t
o be mor
e i
ncl
usi
ve of t
radi
ti
onal
l
y

under
repr
esent
ed gr
oups
.Ot
her
stal
kaboutc
las
sroom c
li
mat
e

i
ssues or t
eac
hing s
tyl
es t
hat s
erv
e c
ert
ain gr
oups whi
l
e

pr
esent
ingbar
ri
ersf
orot
her
s.St
il
lot
her
sfoc
usoni
nst
it
uti
onal

and s
yst
emi
cis
suess
uch ast
rac
king,s
tandar
diz
ed t
est
ing,or

f
undi
ng di
scr
epanc
ies
. Some go f
art
her s
til
l
,ins
ist
ing on

educ
ati
onc
hangeaspar
tofal
argers
oci
etalt
rans
for
mat
ioni
n

whi
ch we mor
ecl
osel
y ex
plor
e and c
rit
ici
zet
he oppr
ess
ive

f
oundat
ionsofs
oci
etyandhow educ
ati
ons
erv
est
omai
ntai
nthe

s
tat
usquo-
-foundat
ionss
uchaswhi
tes
upr
emac
y,c
api
tal
i
sm,
gl
obals
oci
oec
onomi
csi
tuat
ions
,andex
ploi
tat
ion.

Des
pit
ethedi
ff
erenc
esi
nconc
ept
ual
i
zingmul
ti
cul
tur
aleduc
ati
on,

i
tseemsi
mpor
tantt
ohi
ghl
i
ghtt
hewor
kingdef
ini
ti
onswhi
chc
an

bec
ommonf
oreduc
ati
onalpr
act
it
ioner
s:

 Mul
ti
cul
tur
aleduc
ati
on i
s an appr
oac
htot
eac
hing and

l
ear
ningbas
edupondemoc
rat
icv
aluest
hatf
ost
erc
ult
ural

pl
ural
i
sm.I
tisac
ommi
tmentt
oac
hiev
ingeduc
ati
onequal
i
ty,

dev
elopi
ngc
urr
icul
athatbui
l
dunder
standi
ngaboutet
hni
c

gr
oups
,andc
ombat
ingoppr
ess
ivepr
act
ices
.

 Mul
ti
cul
tur
aleduc
ati
on i
sgr
ounded i
nthei
deal
sofs
oci
al

j
ust
ice,anddedi
cat
iont
ofac
il
it
ati
ngeduc
ati
onalex
per
ienc
es

i
nwhi
chal
lst
udent
sreac
hthei
rful
lpot
ent
ialasl
ear
ner
sand

ass
oci
al
lyawar
eandac
tiv
ebei
ngs
.

 Mul
ti
cul
tur
aleduc
ati
on i
s an educ
ati
onaldi
mens
ion by
 whi
ch i
ndi
vi
dual
s dev
elop c
ompet
enc
ies f
or per
cei
vi
ng,

bel
i
evi
ng,ev
aluat
ing,and behav
ing i
n di
ff
erent
ialc
ult
ural

s
ett
ings
.Thusmul
ti
cul
tur
aleduc
ati
onc
anbev
iewedasan

i
nter
vent
ionandanongoi
ngpr
oces
stohel
pins
tit
uti
onsand

i
ndi
vi
dual
sbec
omemor
eres
pons
ivet
othehumanc
ondi
ti
on,

i
ndi
vi
dualc
ult
urali
ntegr
it
yandc
ult
uralpl
ural
i
sm.

Ac
tiv
ity1.
7

St
udent
sex
plai
nthedi
ff
erenc
esands
imi
l
ari
ti
esoft
hedef
ini
ti
ons

ofmul
ti
cul
tur
aleduc
ati
ongi
venabov
e.

I
n gener
al, al
though t
her
e ar
e a mul
ti
tude of di
ff
eri
ng

c
onc
ept
ual
i
zat
ionsofmul
ti
cul
tur
aleduc
ati
on(
someofwhi
chwi
l
l

bel
ai
doutmor
eful
l
ybel
ow)
,sev
erals
har
edi
deal
spr
ovi
dea

bas
isf
ori
ts under
standi
ng.Whi
l
esome f
ocus on i
ndi
vi
dual

s
tudent
sort
eac
her
s,andot
her
sar
emuc
hmor
e"mac
ro"i
nsc
ope,

t
hes
eideal
sar
eal
l
,att
hei
rroot
s,aboutt
rans
for
mat
ion:
 Ev
erys
tudentmus
thav
eanequaloppor
tuni
tyt
oac
hiev
eto

herorhi
sful
lpot
ent
ial
.

 Ev
erys
tudentmus
tbepr
epar
edt
ocompet
ent
lypar
ti
ci
pat
e

i
nani
ncr
eas
ingl
yint
erc
ult
urals
oci
ety
.

 Teac
her
smus
tbepr
epar
edt
oef
fec
tiv
elyf
aci
l
itat
elear
ning

f
orev
eryi
ndi
vi
duals
tudent
,nomat
terhow c
ult
ural
l
ysi
mil
ar

ordi
ff
erentf
rom her
-orhi
msel
f.

 Sc
hool
smus
tbeac
tiv
epar
ti
ci
pant
sinendi
ngoppr
ess
ionof

al
lty
pes
,fi
rstbyendi
ngoppr
ess
ionwi
thi
nthei
rownwal
l
s,

t
hen bypr
oduc
ings
oci
al
lyandc
rit
ical
l
yac
tiv
eandawar
e

s
tudent
s.

 Educ
ati
on mus
tbec
ome mor
eful
l
yst
udent
-cent
ered and

i
ncl
usi
veoft
hev
oic
esandex
per
ienc
esoft
hes
tudent
s.

 Educ
ator
s,ac
tiv
ist
s,andot
her
smus
ttak
eamor
eac
tiv
erol
e

i
nreex
ami
ningal
leduc
ati
onalpr
act
icesandhow t
heyaf
fec
t

t
he l
ear
ning ofal
lst
udent
s:t
est
ing met
hods
,teac
hing

appr
oac
hes
,ev
aluat
ionandas
ses
sment
,sc
hoolps
ychol
ogy
 andc
ouns
eli
ng,educ
ati
onalmat
eri
al
sandt
ext
book
s,et
c.

Ther
efor
e,mul
ti
cul
tur
aleduc
ati
on i
s an i
ncl
usi
ve educ
ati
onal

pr
oces
sthatengagesal
lst
udent
sin:

 dev
elopi
ngas
trongs
ens
eofs
elf
-es
teem

 di
scov
eri
ng empat
hy f
orper
sons ofdi
ver
sec
ult
ural

bac
kgr
ound

 ex
per
ienc
ingequi
tabl
eoppor
tuni
ti
est
oac
hiev
etot
hei
r

f
ull
estpot
ent
ial

Mul
ti
cul
tur
aleduc
ati
oni
sanunbi
ased,i
ncl
usi
vei
nst
it
uti
onal
i
zed

wayoft
eac
hingandeduc
ati
ngs
tudent
sbypr
omot
ingpl
ural
i
sm

t
hroughc
urr
icul
a,pr
ogr
amsandr
esour
cest
hatl
eadt
oindi
vi
dual

c
ult
uralc
ompet
enc
e.Mul
ti
cul
tur
aleduc
ati
on i
snotpar
tofa

l
ess
ons
egmentorpar
toft
heeduc
ati
onals
yst
em,buti
tisat
rue

andhol
i
sti
crepr
esent
ati
onofhow t
heUni
tedSt
ateswasbui
l
t

andat
ruer
epr
esent
ati
onofhow i
twi
l
lbedev
elopedandl
edi
n

t
hef
utur
e.
1.
4.ThePhi
l
osophyandGoalofMul
ti
cul
tur
alEduc
ati
on

1.
4.1.ThePhi
l
osophyofMul
ti
cul
tur
alEduc
ati
on

Ac
tiv
ity1.
8

1. Can peopl
e who do not under
stand t
he nat
ure of

oppr
ess
ionwor
ksuc
ces
sful
l
ywi
that
rul
ymul
ti
cul
tur
alat
ti
tude

t
oeduc
ati
on?

2. Whatdoy
out
hinkwast
hePhi
l
osophybehi
ndmul
ti
cul
tur
al

educ
ati
on?

TheNat
ionalAs
soc
iat
ionf
orMul
ti
cul
tur
alEduc
ati
oni
scommi
tt
ed

t
oaphi
l
osophyofi
ncl
usi
ont
hatembr
acest
hebas
ict
enet
sof

c
ult
uralpl
ural
i
sm.NAMEc
elebr
atesc
ult
uralandet
hni
cdi
ver
sit
y

asanat
ionals
trengt
hthatenr
ichesas
oci
etyandr
ejec
tst
hev
iew

t
hatdi
ver
sit
ythr
eat
enst
hef
abr
icofas
oci
ety
.

NAMEbel
i
evest
hatmul
ti
cul
tur
aleduc
ati
onpr
omot
esequi
tyf
oral
l

r
egar
dles
s ofc
ult
ure,et
hni
ci
ty,r
ace,l
anguage,age,gender
,
s
exual or
ient
ati
on, or ex
cept
ional
i
ty. Thus
,fai
r and f
ull

par
ti
ci
pat
ion i
nas
oci
ety
’si
nst
it
uti
ons i
s par
amountas bot
h

meansandendi
nNAME’
sphi
l
osophy
.

NAMEbel
i
evest
hatmul
ti
cul
tur
aleduc
ati
onenabl
est
hei
ndi
vi
dual

t
obel
i
evei
none'
sowni
ntr
ins
icwor
thandc
ult
ure,t
otr
ans
cend

mono-
cul
tur
ali
sm and,ul
ti
mat
ely
,tobec
omemul
ti
cul
tur
al.Thi
s

dev
elopment
alpr
oces
sisatt
hec
ent
eroft
hei
ndi
vi
dual
'
snobl
e

ques
ttodef
ineone'
srel
ati
ons
hipandr
espons
ibi
l
ityt
oourgl
obal

s
oci
ety
.

Ev
eryc
hil
dcomest
osc
hoolwi
thanet
hni
cident
it
ywhet
hert
hes
e

i
dent
if
icat
ionsar
econs
ciousorunc
ons
cious
.Thi
sident
if
icat
ion

mus
tber
ecogni
zedandr
espec
tedbyt
het
eac
her
.Itmus
tbet
he

bas
isf
ort
hel
ear
ningac
tiv
iti
esi
nthec
las
sroom.Thepoi
nther
eis

t
oac
knowl
edgedi
ff
erenc
esr
athert
hani
gnor
ethem.I
tisequal
l
y

c
rit
icalt
hatt
he c
hil
dren r
ecogni
ze and appr
eci
atet
hei
rown

et
hni
ci
tyandl
ear
ntoappr
eci
atet
hos
eoft
heot
herc
hil
dreni
nthe

c
las
s.Thi
srec
ogni
ti
on of i
ndi
vi
dualet
hni
cident
it
ies i
sthe
begi
nni
ng poi
nt;i
tisa c
onnec
torofbot
hthe t
eac
hert
othe

s
tudentandt
hes
tudent
stoeac
hot
her
.Iti
sthebas
icbui
l
ding

bl
ocki
nthel
ear
ningpr
oces
swhi
chr
equi
resk
nowi
ngwher
ethe

c
hil
disr
elat
ivet
ohi
m/her
sel
fandt
hec
ont
entt
obeaddr
ess
ed.

Thi
set
hni
cident
if
icat
ioni
sac
ont
inualpoi
ntoff
ocust
hroughout

t
heeduc
ati
onpr
oces
sandi
sthebas
isf
ordev
elopi
ngt
henex
t

l
evelofi
dent
if
icat
ionwhi
chi
sanat
ionali
dent
if
icat
ion.

The nat
ional i
dent
it
y of t
he i
ndi
vi
dual r
equi
res hi
s/her

under
standi
ngandc
ommi
tmentt
othedemoc
rat
ici
deal
ssuc
has

human di
gni
ty,j
ust
ice and equal
i
ty.Her
ethe f
ocus i
s on

bec
omi
ng ef
fec
tiv
e member
s of a democ
rat
ics
oci
ety
. An

i
ndi
vi
dual
'
sst
rong nat
ionali
dent
if
icat
ion i
ses
sent
ialt
o hi
s/her

dev
elopmentofagl
obali
dent
it
y.

Asours
oci
ety bec
omesmor
e and mor
e dependenton ot
her

s
oci
eti
es,i
tisc
rit
icalt
hatt
hes
chool
saddr
esst
hepr
obl
emsoft
he

wor
ldasawhol
e.Thedev
elopmentoft
hegl
obali
dent
if
icat
ion

pr
ovi
dest
hes
tudent
swi
tht
heoppor
tuni
tyt
oseehowasanat
ion
we f
iti
ntot
he wor
lds
oci
ety
.Ital
l
ows s
tudent
sto bet
ter

under
standt
hatt
heac
tionsofanat
ionmus
tnotonl
ybev
iewed

i
nter
msoft
he i
mpl
i
cat
ionsf
ort
hatnat
ion butwhatar
ethe

ef
fec
tsont
hewhol
ewor
ld.Chi
l
drenwhohav
edev
elopedbot
ha

s
tronget
hni
candnat
ionali
dent
it
yshoul
dhav
etheper
spec
tiv
eto

al
sodev
elopagl
obali
dent
if
icat
ionwhi
chs
houl
dint
urnmak
e

t
hem bet
terc
iti
zensoft
hewor
ldc
ommuni
ty.

At t
his poi
nt i
n t
ime i
tisi
mpor
tant t
oreal
i
zet
hat t
he

i
dent
if
icat
ionsdi
scus
sedabov
ear
ehi
erar
chi
cal
.Inot
herwor
ds

t
he c
urr
icul
um and t
he l
ear
ning need t
o pr
oceed by f
ir
st

r
ecogni
zi
ngt
heet
hni
cident
it
y,t
hent
henat
ionalandf
inal
l
ythe

gl
obal
.The dev
elopmentoft
he l
att
eri
sdependentupon t
he

dev
elopmentoft
hef
ormer
.Iti
sal
soi
mpor
tantt
hatt
hei
ndi
vi
dual

i
dent
it
iesar
e nots
tat
ic butc
ont
inual
l
y ev
olv
ing and s
oiti
s

i
mpor
tantf
ort
he c
urr
icul
um t
o emphas
ize al
lthr
ee t
ypesof

i
dent
it
iesasl
ear
ningpr
ogr
ess
es.

I
n gener
al,t
he phi
l
osophyofmul
ti
cul
tur
aleduc
ati
on emer
ged
f
rom c
ult
uralandl
i
ngui
sti
cdi
ver
sit
yofs
tudentpopul
ati
on.Thi
s

meanst
hati
nac
ult
ural
l
ydi
ver
sec
las
sroom,s
tudent
sref
lec
ta

v
ari
etyofat
ti
tudest
owar
dthel
ess
on.Bot
hthet
eac
herandt
he

s
tudent
sneeds
trat
egi
est
hatmanages
uchc
ult
uralandl
i
ngui
sti
c

di
ver
sit
yint
hec
las
sroom.Thus
,thephi
l
osophyofmul
ti
cul
tur
al

educ
ati
on under
li
es s
uch democ
rat
icv
alues s equi
ty,j
ust
ice,

r
espec
tfordi
ver
sit
yandhumanr
ight
s.Thephi
l
osophyf
urt
her

s
tres
sest
hats
tudent
s’ac
hiev
ement
,sel
f-
est
eem ands
oci
als
kil
l
s

wi
l
lbepr
omot
edbypl
anni
ngeduc
ati
onalpr
ogr
am whi
chdeal
s

wi
thc
ult
uralpl
ural
i
sm.

1.
4.1.TheGoalofMul
ti
cul
tur
alEduc
ati
on

Ther
ear
esi
xpoi
ntsofc
ons
ens
usr
egar
dingt
hegoal
sof

mul
ti
cul
tur
aleduc
ati
onwhi
char
eemanat
edf
rom t
heabov
e

gener
alphi
l
osophy
:

 Tor
espec
tandappr
eci
atec
ult
uraldi
ver
sit
y.

 Topr
omot
etheunder
standi
ngofuni
quec
ult
uralandet
hni
c
 her
it
ages
.

 Topr
omot
ethedev
elopmentofc
ult
ural
l
yres
pons
ibl
eand

r
espons
ivec
urr
icul
a.

 Tof
aci
l
itat
eac
qui
si
ti
onoft
heat
ti
tudes
,sk
il
ls
,and

k
nowl
edget
ofunc
tioni
nvar
iousc
ult
ures
.

 Toel
i
minat
erac
ism anddi
scr
imi
nat
ioni
nsoc
iet
y.

 Toac
hiev
esoc
ial
,pol
i
tic
al,ec
onomi
c,andeduc
ati
onalequi
ty

Mul
ti
cul
tur
aleduc
ati
oni
sapr
ogr
ess
iveappr
oac
hfort
rans
for
ming

educ
ati
on t
hat hol
i
sti
cal
l
y c
rit
iques and addr
ess
es c
urr
ent

s
hor
tcomi
ngs
,fai
l
ings
,anddi
scr
imi
nat
orypr
act
icesi
neduc
ati
on.

I
tisgr
oundedi
nideal
sofs
oci
alj
ust
ice,educ
ati
onequi
ty,anda

dedi
cat
ion t
ofac
il
it
ati
ng educ
ati
onalex
per
ienc
es i
n whi
ch al
l

s
tudent
sreac
hthei
rful
lpot
ent
ialasl
ear
ner
sand ass
oci
al
ly

awar
e and ac
tiv
e bei
ngs
,loc
all
y, nat
ional
l
y, and gl
obal
l
y.

Mul
ti
cul
tur
aleduc
ati
onac
knowl
edgest
hats
chool
sar
ees
sent
ialt
o

l
ayi
ngt
hef
oundat
ionf
ort
het
rans
for
mat
ionofs
oci
etyandt
he

el
i
minat
ionofoppr
ess
ionandi
njus
tic
e.
Theunder
lyi
nggoalofmul
ti
cul
tur
aleduc
ati
oni
stoaf
fec
tsoc
ial

c
hange.Thepat
hwayt
owar
dthi
sgoali
ncor
por
atest
hrees
trands

oft
rans
for
mat
ion:

1.t
het
rans
for
mat
ionofs
elf
;

2.t
het
rans
for
mat
ionofs
chool
sands
chool
i
ng;and

3.t
het
rans
for
mat
ionofs
oci
ety
.

1.TheTr
ans
for
mat
ionofSel
f

Aneduc
atorhasadualr
espons
ibi
l
ityt
oengagei
nac
rit
icaland

c
ont
inualpr
oces
sto ex
ami
ne how hi
spr
ejudi
ces
,bi
ases
,and

as
sumpt
ionsi
nfor
m hi
steac
hingandt
husaf
fec
ttheeduc
ati
onal

ex
per
ienc
esofhi
sst
udent
s.Hehasar
espons
ibi
l
ityt
ohi
msel
fto

s
tudyandunder
standt
hel
ens
est
hroughwhi
chheunder
stands

t
hepeopl
eand happeni
ngsar
ound hi
m.Onl
ywhen hehasa

s
ens
eforhow hi
sownper
cept
ionsar
edev
elopedi
nrel
ati
ont
o

hi
sli
feex
per
ienc
esc
anhet
rul
yunder
standt
hewor
ldar
oundhi
m

andef
fec
tiv
elynav
igat
ehi
srel
ati
ons
hipswi
thc
oll
eagues
.heal
so

hasar
espons
ibi
l
ityt
ohi
sst
udent
stowor
ktowar
del
i
minat
inghi
s
pr
ejudi
ces
,ex
ami
ningwhoi
s(andi
snot
)bei
ngr
eac
hedbyhi
s

t
eac
hings
tyl
e,andr
elear
ninghow hi
sowni
dent
it
yaf
fec
tst
hei
r

l
ear
ningex
per
ienc
es.Tobeanef
fec
tiv
emul
ti
cul
tur
aleduc
ator
,

and i
ndeed an ef
fec
tiv
e educ
ator
,he mus
tbe i
nac
ons
tant

pr
oces
sofs
elf
-ex
ami
nat
ionandt
rans
for
mat
ion.

2.TheTr
ans
for
mat
ionofSchool
sandSchool
i
ng

Mul
ti
cul
tur
aleduc
ati
on c
all
sfora c
rit
icalex
ami
nat
ion ofal
l

as
pec
ts of s
chool
i
ng. As
pec
ts of mul
ti
cul
tur
al s
chool

t
rans
for
mat
ioni
ncl
udet
hef
oll
owi
ng:

A.St
udent
-Cent
eredPedagogy

o Theex
per
ienc
esofs
tudent
smus
tbebr
oughtt
othe

f
orei
nthe c
las
sroom,mak
ing l
ear
ning mor
e ac
tiv
e,

i
nter
act
ive,andengagi
ng.

o Tr
adi
ti
onal t
eac
hing appr
oac
hes and pedagogi
cal

model
smus
tbedec
ons
truc
tedt
oex
ami
nehow t
hey

ar
econt
ri
but
ingt
oands
uppor
ti
ngi
nst
it
uti
onals
yst
ems

ofoppr
ess
ion.
 o Known oppr
ess
ive pr
act
ices l
i
ket
rac
king (
even i
f

i
nfor
mal
)mus
tbeex
pos
edandc
rit
ical
l
yex
ami
ned.

o Al
las
pec
tsoft
eac
hingandl
ear
ningi
nsc
hool
smus
tbe

r
efoc
used on, and r
ededi
cat
ed t
o, t
he s
tudent
s

t
hems
elv
es i
nst
ead ofs
tandar
diz
ed t
ests
cor
es and

s
choolr
ank
ings
.

o Emphas
iss
houl
dbeputonc
rit
icalandc
reat
ivet
hink
ing,

l
ear
nings
kil
l
s,anddeeps
oci
alawar
enes
saswel
las

f
act
sandf
igur
es.

o Pedagogy mus
t pr
ovi
de al
lst
udent
s wi
th equal

pot
ent
ialt
oreac
hthei
rpot
ent
ialasl
ear
ner
s.

o Pedagogy mus
tbe f
lex
ibl
e enough t
o al
l
ow f
ort
he

di
ver
sit
yofl
ear
nings
tyl
espr
esenti
nev
eryc
las
sroom.

B.Mul
ti
cul
tur
alCur
ri
cul
um

o Al
lcur
ri
cul
a mus
t be s
tudi
ed f
or ac
cur
acy and

c
ompl
etenes
s.

o Al
lsubj
ect
smus
tbet
oldf
rom di
ver
seper
spec
tiv
es-
-
 t
hisi
srel
atedt
oac
cur
acyandc
ompl
etenes
s.

o "
Inc
lus
ivec
urr
icul
um"al
someansi
ncl
udi
ngt
hev
oic
es

oft
hes
tudent
sint
hec
las
sroom.

o Conc
ept
ssuc
has"
thec
anon"and"
clas
sicl
i
ter
atur
e"

mus
tbe r
e-c
onc
ept
ual
i
zed,agai
n wi
tht
he i
dea of

ac
cur
acyandc
ompl
etenes
s,t
odebunkt
heper
cept
ion

t
hatt
heonl
ygr
eatl
i
ter
atur
ecamef
rom t
heU.
S.and

Engl
and.

o Cur
ri
cul
ashoul
dref
lec
tthedi
ver
sit
yofl
ear
nings
tyl
es

i
nev
eryc
las
sroom.

C.I
ncl
usi
veEduc
ati
onalMedi
aandMat
eri
al
s

o Educ
ati
onalmat
eri
al
sshoul
d be i
ncl
usi
ve ofdi
ver
se

v
oic
esandper
spec
tiv
es.

o St
udent
smus
tbeenc
our
agedt
othi
nkc
rit
ical
l
yabout

mat
eri
al
sandmedi
a:Whos
evoi
cear
etheyhear
ing?

Whos
evoi
ce ar
ethey nothear
ing? Why di
dthat
 c
ompany pr
oduc
ethatf
il
m? Whati
sthe bi
as t
his

aut
hormaybr
ingt
oherorhi
swr
it
ing?

D.
Suppor
ti
veSc
hoolandCl
ass
room Cl
i
mat
e

o Teac
her
smus
tbebet
terpr
epar
edt
ofos
terapos
iti
ve

c
las
sroom c
li
mat
eforAL
Lst
udent
s.

o Ov
eral
lsc
hoolc
ult
uresmus
tbe c
los
elyex
ami
ned t
o

det
ermi
nehow t
heymi
ghtbec
ycl
i
ngands
uppor
ti
ng

oppr
ess
ives
oci
etalc
ondi
ti
ons
.

o Admi
nis
trat
ivehi
erar
chi
esi
nsc
hool
smus
tbeex
ami
ned

t
o as
ses
s whet
her t
hey pr
oduc
e pos
iti
vet
eac
hing

env
ironment
sforal
lteac
her
s.

o Teac
her
sandadmi
nis
trat
orsmus
tbehel
dac
count
abl
e

f
orpr
act
icesdeemedt
ober
aci
st,s
exi
st,het
eros
exi
st,

c
las
sis
t,ori
nanyot
herwaydi
scr
imi
nat
ory
.

E.Cont
inualEv
aluat
ionandAs
ses
sment

o Educ
ator
sandeduc
ati
onr
esear
cher
smus
tcont
inuet
o
 ex
ami
net
heemphas
isons
tandar
diz
edt
ests
cor
esand

dev
elopmor
ejus
tal
ter
nat
ivesf
ormeas
uri
ngs
tudent

"
achi
evement
,""
abi
l
ity
,"or"
pot
ent
ial
."

o Cont
inui
ng ev
aluat
ion meas
ures mus
t be t
aken t
o

meas
uret
he s
ucc
essofnew and ex
ist
ing pr
ogr
ams

meant t
o pr
ovi
de mor
e oppor
tuni
ti
es t
o gr
oups

t
radi
ti
onal
l
yandpr
esent
lyunder
repr
esent
edi
ncol
l
eges

anduni
ver
sit
ies
.

3.TheTr
ans
for
mat
ionofSoci
ety

Ul
ti
mat
ely
,the goalofmul
ti
cul
tur
aleduc
ati
on i
stoc
ont
ri
but
e

pr
ogr
ess
ivel
yandpr
oac
tiv
elyt
othet
rans
for
mat
ionofs
oci
etyand

t
otheappl
i
cat
ionandmai
ntenanc
eofs
oci
alj
ust
iceandequi
ty.

Thi
sst
ands t
o r
eas
on, as t
he t
rans
for
mat
ion of s
chool
s

nec
ess
ari
l
ytr
ans
for
ms a s
oci
etyt
hatput
sso muc
hst
ocki
n

educ
ati
onalat
tai
nment
,degr
ees
,andt
ests
cor
es.

Educ
ator
s, educ
ati
onal t
heor
ist
s,r
esear
cher
s, ac
tiv
ist
s, and

ev
ery
oneel
semus
tcont
inuet
opr
act
iceandappl
ymul
ti
cul
tur
al
t
eac
hing and l
ear
ning pr
inc
ipl
es bot
hins
ide and outoft
he

c
las
sroom.Wemus
tnotal
l
ow t
hek
nowl
edget
hatmos
tpeopl
e

wor
kingi
nsc
hool
sar
ewel
l
-int
ent
ionedt
oleadust
oas
sumet
hat

ours
chool
sar
eimmunet
otheoppr
ess
ionandi
nequi
tyofs
oci
ety
.

We mus
tas
kthe unas
kabl
e ques
tions
.We mus
tex
plor
e and

dec
ons
truc
tst
ruc
tur
es ofpowerand pr
ivi
l
ege t
hats
erv
eto

mai
ntai
nthes
tat
usquo.

I
nas
ens
e,mul
ti
cul
tur
aleduc
ati
onus
est
het
rans
for
mat
ionofs
elf

and s
chool as a met
aphor and s
tar
ti
ng pl
ace f
or t
he

t
rans
for
mat
ionofs
oci
ety
.Ul
ti
mat
ely
,soc
ialj
ust
iceandequi
tyi
n

s
chool
scan,ands
houl
d,means
oci
alj
ust
iceandequi
tyi
nsoc
iet
y.

Onl
ythen wi
l
lthe pur
pos
e ofmul
ti
cul
tur
aleduc
ati
on be f
ull
y

ac
hiev
ed.

1.
5.TheDi
mens
ionsofMul
ti
cul
tur
alEduc
ati
on

Oneoft
hepr
obl
emst
hatc
ont
inuest
opl
aguet
hemul
ti
cul
tur
al

educ
ati
on mov
ement
,bot
hfr
om wi
thi
n and wi
th-out
,ist
he

t
endenc
y oft
eac
her
s,admi
nis
trat
ors
,pol
i
cy mak
ers
,and t
he
publ
i
cto ov
ers
impl
i
fyt
hec
onc
ept
.Mul
ti
cul
tur
aleduc
ati
on i
sa

c
ompl
exandmul
ti
dimens
ionalc
onc
ept
,yetmedi
acomment
ator
s

and educ
ator
s al
i
ke of
ten f
ocus on onl
y one of i
ts many

di
mens
ions
.Some t
eac
her
svi
ew i
tonl
y as t
he i
ncl
usi
on of

c
ont
entaboutet
hni
cgr
oupsi
ntot
hec
urr
icul
um;ot
her
svi
ewi
tas

anef
for
ttor
educ
epr
ejudi
ce;s
til
lot
her
svi
ewi
tast
hec
elebr
ati
on

ofet
hni
chol
i
day
sandev
ent
s.

Bank
s(199) has i
dent
if
ied f
ive i
nter
rel
ated di
mens
ions of

mul
ti
cul
tur
aleduc
ati
on.Thes
eel
ement
sser
veasbenc
hmar
kst
o

det
ermi
ne t
he ex
tent t
o whi
ch educ
ator
s ar
eimpl
ement
ing

mul
ti
cul
tur
aleduc
aton:1)c
i ont
enti
ntegr
ati
on,2)t
heknowl
edge

cons
truct
ion pr
oces
s, 3) pr
ejudi
ce r
educt
ion, 4) an equi
ty

pedagogy,and 5)an empower

ing s
choolcul
tur
e and s
oci
al

s
truct
ure.

1.Cont
enti
ntegr
ati
on:i
ncl
udest
heus
eofex
ampl
esandc
ont
ent

f
rom av
ari
etyofc
ult
uresandgr
oupsi
nteac
hingk
eyc
onc
ept
s,

pr
inc
ipl
es,gener
ali
zat
ionsand t
heor
iesi
n as
ubj
ectar
ea.The
i
nfus
ion of et
hni
c and c
ult
ural c
ont
ent s
houl
d af
fec
tthe

or
gani
zat
ionands
truc
tur
eoft
hec
urr
icul
um.I
nser
ti
ngi
sol
ated

f
act
sors
pec
ialuni
tsaboutc
ult
uralgr
oupsr
einf
orc
est
hei
dea

t
hats
uch gr
oups r
emai
n on t
he mar
gin ofs
oci
ety and ar
e

uni
mpor
tantas
pec
tsoft
hec
urr
icul
um.Mul
ti
cul
tur
alc
ont
entmus
t

bei
ncl
udedc
ons
ist
ent
lyandi
nvol
veal
ldi
sci
pli
nesands
ubj
ect

ar
eas
.

2.Theknowl
edgecons
truct
ionpr
oces
s:r
efer
stohow s
tudent
s

"
inv
est
igat
eanddet
ermi
nehow c
ult
uralas
sumpt
ions
,fr
amesof

r
efer
enc
es, per
spec
tiv
es and t
he bi
ases wi
thi
n a di
sci
pli
ne

i
nfl
uenc
etheway
sthatk
nowl
edgei
scons
truc
ted.
"(Bank
s,1996,

p. 21) Teac
her
s al
so hel
p s
tudent
sto c
reat
e k
nowl
edge

t
hems
elv
es and t
oident
if
y how t
hei
r per
sonalex
per
ienc
es,

as
sumpt
ionsand s
oci
alpos
iti
onsl
i
mitt
hisk
nowl
edge.Wi
thi
n

mul
ti
cul
tur
al educ
ati
on, t
he s
tor
ies and ex
per
ienc
es f
rom

s
tudent
s'l
i
vesbec
omepar
toft
hel
ear
ningpr
oces
s.

3.Pr
ejudi
ce r
educt
ion: i
nvol
ves dev
elopi
ng pos
iti
ve at
ti
tudes
t
owar
d di
ff
erentr
aci
al
,cul
tur
aland et
hni
c gr
oups
.Res
ear
ch

i
ndi
cat
est
hatc
hil
drenasy
oungast
hreeandf
ourbegi
ntonot
ice

r
aci
aldi
ff
erenc
esandt
hatbyagef
ivec
hil
drenar
eabl
etoi
dent
if
y

s
ter
eot
ypes
.(Ret
ti
g,1995)Thr
ough t
he us
e ofl
ess
ons and

ac
tiv
iti
est
hatpr
omot
eint
erac
tionbet
weens
tudent
sfr
om di
ver
se

bac
kgr
oundsandt
hei
ncl
usi
onofpos
iti
vei
magesofet
hni
cgr
oups

wi
thi
nthec
ont
ent
,teac
her
shel
ptoer
adi
cat
enegat
iveat
ti
tudes

t
owar
d,and mi
sconc
ept
ionsabout
,di
ff
erentr
aci
aland et
hni
c

gr
oups
.

4.Anequi
typedagogy:exi
stswhent
eac
hings
tyl
esar
emodi
fi
ed

t
ofac
il
it
atet
heac
ademi
cac
hiev
ementofs
tudent
sfr
om di
ver
se

gr
oups
.Iti
simper
ati
vet
hatway
soft
eac
hingi
ncl
udeav
ari
etyof

appr
oac
hes t
hatar
econs
ist
entwi
tht
he l
ear
ning s
tyl
es and

c
ult
uralc
har
act
eri
sti
cs ofs
tudent
s.Cooper
ati
ve- r
ather t
han

c
ompet
it
ive- l
ear
ning ac
tiv
iti
es and s
uppor
tfor i
nter
-rac
ial

i
nter
act
ionsi
nwhi
chs
tudent
swor
ktowar
dac
ommongoalar
e

t
wo ex
ampl
esoft
eac
hing appr
oac
hest
hatpr
omot
ean equi
ty
pedagogy
.

5.Anempower
ings
choolcul
tur
eands
oci
als
truct
ure:i
scr
eat
ed

whent
hec
ult
ureandor
gani
zat
ionoft
hes
chooli
str
ans
for
medt
o

enabl
est
udent
sfr
om di
ff
erentr
aci
al
,et
hni
candc
ult
uralgr
oups

t
oex
per
ienc
eequals
tat
us.Thi
sinv
olv
esac
rit
icalc
ons
ider
ati
onof

t
hes
chool
'
sgr
oupi
ngandl
abel
i
ngpr
act
ices
,spor
tspar
ti
ci
pat
ion,

di
s-pr
opor
ti
onal
i
tyi
n ac
hiev
ement
, enr
oll
ment i
n gi
ft
ed and

s
pec
ialeduc
ati
on pr
ogr
ams and t
he i
nter
act
ion ofs
taf
fwi
th

s
tudent
sac
ros
set
hni
candr
aci
all
i
nes
.

Ef
fec
tiv
emul
ti
cul
tur
aleduc
ati
onr
equi
resat
tent
iont
oeac
hoft
he

f
ivedi
mens
ionss
tat
edabov
eandt
her
elat
ions
hipsbet
weent
hem.

I
ndoi
ngt
his
,educ
ator
sshapes
tudent
sint
ocr
it
ical
l
ythi
nki
ng,

s
oci
al
lyac
tiv
eandawar
emember
sofs
oci
ety
.

I
nspi
teofdi
ff
erenc
esi
nappr
oac
h,c
ommonal
ti
esex
istamong

def
ini
ti
ons and goal
s of mul
ti
cul
tur
al educ
ati
on. Mos
t

mul
ti
cul
tur
ali
sts agr
ee t
hat mul
ti
cul
tur
aleduc
ati
on s
eek
sto

r
est
ruc
tur
esc
hool
sandc
urr
icul
asot
hatt
heyi
ncl
udeandmor
e
ac
cur
atel
y r
efl
ectt
he c
ult
ural di
ver
sit
y of our s
oci
ety
.It

r
ecogni
zes di
ff
erenc
es among s
tudent
s,s
uch as c
ult
uraland

l
ear
nings
tyl
es,andmodi
fi
est
eac
hingmet
hodst
oens
ureequal

oppor
tuni
tyf
or ac
ademi
c ac
hiev
ement
.Ithel
ps s
tudent
sto

dev
elop t
he k
nowl
edge,s
kil
l
sand at
ti
tudest
ofunc
tion c
ros
s-

c
ult
ural
l
y.I
n addi
ti
on,mul
ti
cul
tur
aleduc
ati
on pr
omot
ess
oci
al

j
ust
iceandc
hal
l
engesbi
ases
,rac
ism andwhi
tepr
ivi
l
ege.

1.
6.TheCur
ri
cul
um ofMul
ti
cul
tur
alEduc
ati
on

Ac
tiv
ity1.
9

1.Cons
idert
hec
our
sesandt
het
ext
book
sus
edi
nyourc
ampus
,

f
orex
ampl
e,i
nhi
stor
yandl
i
ter
atur
ecour
ses
.Doy
out
hinka

t
radi
ti
onaloramul
ti
cul
tur
alper
spec
tiv
eisr
efl
ect
ed?

2.Cons
iderpas
tand pr
esentc
urr
icul
a dev
elopment
sin our
 c
ount
ryandt
hinkaboutt
hec
hangesi
ncont
empor
arys
oci
ety
.

Whats
igni
fi
cantdi
ff
erenc
esdoobs
erv
ebet
weent
hes
etwo

r
egar
dingmul
ti
cul
tur
aleduc
ati
on?

Cur
ri
cul
um andc
las
sroomsar
ethear
easov
erwhi
cht
eac
her
s

hav
ethemos
tdi
rec
tcont
rol
.When wes
peakofmul
ti
cul
tur
al

c
urr
icul
um,we ar
eref
err
ing t
oaf
ormal
i
zed c
urr
icul
um whi
ch

r
efl
ect
sex
per
ienc
es,c
ult
uresand per
spec
tiv
esofa r
ange of

c
ult
ural
,li
ngui
sti
c,r
aci
alandet
hni
cgr
oups
.

Mos
tcur
ri
cul
ahav
eref
lec
tedt
hec
ult
ureofwhat
evergr
oupshav
e

beent
hemaj
ori
tyofgr
oupsi
nthenat
ion,t
hees
tat
eort
hel
ocal

di
str
ict
.Inr
ecentdec
ades
,howev
er,t
heor
dinar
ydi
sti
nct
ions

bet
weenmaj
ori
tyandmi
nor
it
ygr
oupshav
ebec
omebl
urr
edas

t
hemul
ti
cul
tur
alc
har
act
erofanat
ionwi
thdi
ff
erentet
hni
cgr
oups
,

f
orwhi
cht
hec
urr
icul
um mus
tsomehowac
count
,hasc
omet
obe

v
iewednotonl
yint
ermsofet
hni
ci
ty,r
eli
gion,r
aceands
oci
o-

ec
onomi
cst
atus
,butal
soi
nter
msofhandi
cap,age,genderand

s
exualor
ient
ati
on,et
c.
Di
ver
sit
yex
ist
sthr
oughouts
oci
ety
,and,i
n gener
al,t
he t
rend

t
owar
d mul
ti
cul
tur
ali
sm hones
tlyc
elebr
ates i
t.Mul
ti
cul
tur
ali
sm

t
hus embodi
es t
he c
urr
icul
afoc
alpoi
ntofs
oci
etyf
armor
e

adequat
elyt
hanhav
emanyc
urr
icul
aoft
hepas
t,whi
chf
ail
edt
o

ac
knowl
edger
ealdi
ver
sit
yorwhi
chper
pet
uat
eds
ter
eot
ypesor

r
esul
tedi
nout
ri
ghti
nequal
i
tiesf
ormi
nor
it
ygr
oups
.Cur
ri
cul
um

pr
act
icesi
nmul
ti
cul
tur
als
chool
shav
eimpor
tantat
tri
but
eswhi
ch

i
ncl
udet
hef
oll
owi
ng:

 Cur
ri
cul
aneedt
oper
meat
ecul
tur
alpl
ural
i
sm wi
thdi
ver
se

per
spec
tiv
es

 Thec
urr
icul
um needt
ober
igor
ousandc
hal
l
engi
ngt
oal
l

s
tudent
stopr
omot
ehi
ghac
ademi
cex
pec
tat
ionsf
oral
l

 Thec
urr
icul
um s
houl
dpor
trayc
ult
urenotass
tat
ici
dent
it
y

but dy
nami
cchar
act
eri
sti
cs whi
chi
sshaped by s
oci
al
,

pol
i
tic
alandec
onomi
ccondi
ti
ons
.

 The c
urr
icul
um s
houl
d hel
pst
udent
slear
nto under
stand

ex
per
ienc
esand per
spec
tiv
esot
hert
han t
hei
rown (
e.g.
,
 t
hroughr
olepl
ay,penpal
s,i
nter
iormonol
ogues
,di
al
ogue

poems
,aut
obi
ogr
aphy
,orot
herac
tiv
iti
es.

 The c
urr
icul
um mus
t be s
tudi
ed f
or ac
cur
acy and

c
ompl
etenes
s

 Thec
urr
icul
um s
houl
dref
lec
tthedi
ver
sit
yoft
hel
ear
ning

s
tyl
esi
nev
eryc
las
sroom.

 Des
igni
ngt
hec
urr
icul
um f
ormul
ti
cul
tur
alc
las
sroom s
houl
d

i
nvol
vepeopl
eofv
ari
ousc
ult
uralandc
las
sbac
kgr
ounds
.

 St
udent
s ar
e pr
ovi
ded wi
th an ac
ademi
cal
l
ychal
l
engi
ng

c
urr
icul
um t
hati
ncl
udesat
tent
ion t
othe dev
elopmentof

hi
gherl
evelc
ogni
ti
ves
kil
l
s.

 Thec
urr
icul
um i
ncl
udest
hec
ont
ri
but
ionsandper
spec
tiv
es

oft
he di
ff
erentet
hno c
ult
uralgr
oupst
hatc
ompos
ethe

s
oci
ety
.

Amul
ti
cul
tur
alc
las
sroom i
s,t
hus
,ademoc
rat
ics
ett
ingi
nwhi
ch

al
lst
udent
sar
eac
tiv
elear
ner
s.Mul
ti
cul
tur
alc
urr
icul
um i
sst
udent
-
cent
ered,ant
i-
rac
istandgr
oundedi
nthei
ncor
por
ati
onofdi
ver
se

c
ult
ures
,par
ti
cul
arl
ythos
ethathav
eex
per
ienc
edoppr
ess
ionor

ex
clus
ionf
rom mai
nst
ream s
oci
ety
.Thr
oughc
urr
icul
arac
tiv
iti
es,

s
tudent
slear
n aboutt
hei
rown c
ult
uresand as
ses
sper
sonal

as
sumpt
ionst
hataf
fec
tthei
rint
erac
tionswi
thper
sonsdi
ff
erent

f
rom t
hems
elv
es.Twoi
mpor
tantr
esul
tsofmul
ti
cul
tur
aleduc
ati
on

ar
e adv
anc
ed c
rit
icalt
hink
ing s
kil
l
s and t
he abi
l
ityt
o wor
k

c
ooper
ati
vel
y.

Ac
tiv
ity1.
10

I
fyou had t
he c
hal
l
enge of t
rans
for
ming y
our s
chool
’
s

c
urr
icul
um s
othati
twoul
d bec
omemor
emul
ti
cul
tur
al,what

c
hangesc
oul
dyou mak
e?Beass
pec
ifi
caspos
sibl
einy
our

ans
wer
.

The phi
l
osophy ofmul
ti
cul
tur
aleduc
ati
on i
s appl
i
cabl
eto al
l

s
ubj
ect ar
eas
,fr
om Engl
i
sht
o Mat
hemat
ics
.Dev
elopi
ng an

i
ncl
usi
vec
urr
icul
um t
hati
nfor
ms eac
h as
pec
tofa s
tudent
's
educ
ati
on r
equi
res wi
des
pread c
hange.Met
hods ofc
urr
icul
ar

r
efor
m maybedes
cri
bed asapr
ogr
ess
ion f
rom addi
ng s
ingl
e

pi
ecesofc
ult
urali
nfor
mat
iont
otr
ans
for
mingt
hec
urr
icul
um s
o

t
hati
tequal
l
yval
uesal
lcul
tur
alper
spec
tiv
es.Fourappr
oac
hes

ar
e c
ommonl
y us
ed i
n dev
elopi
ng mul
ti
cul
tur
al c
urr
icul
a:

c
ont
ri
but
ions
,addi
ti
ve,t
rans
for
mat
ion,anddec
isi
on-
mak
ingand

s
oci
alac
tion(
Bank
s,1994)
.

1. Thecont
ri
but
ionsappr
oach f
ocus
eson c
ult
uralher
oesand

her
oines
,hol
i
day
sand i
sol
ated ev
ent
s,s
uch asMar
ti
nLut
her

Ki
ng'
sBi
rt
hday
.Teac
her
sins
erti
nfor
mat
ion aboutc
ult
uraland

et
hni
cgr
oupswi
thoutc
hangi
ngt
hes
truc
tur
eoft
hei
rles
sonpl
ans

oruni
ts.

2. Wi
thi
nthe addi
ti
ve appr
oach,cul
tur
alc
ont
ent
,conc
ept
s,

t
hemesandper
spec
tiv
esar
eaddedt
ocur
ri
cul
um.Spec
ialuni
ts

on et
hni
c or c
ult
ural gr
oups s
uppl
ement t
he mai
nst
ream

c
urr
icul
um butr
emai
nmar
ginal
.
Nei
thert
he c
ont
ri
but
ionsappr
oac
h nort
he addi
ti
ve appr
oac
h

al
ter
sthebas
ics
truc
tur
eorc
anon oft
hec
urr
icul
um.Cul
tur
al

l
ear
ningi
sli
mit
edt
omat
eri
alobj
ect
ssuc
hasf
oods
,mus
icor

dr
essanddoesnotaddr
essunder
lyi
ngc
ult
uralbel
i
efsorv
alues
.

Asar
esul
t,wi
thi
neac
hoft
hes
eappr
oac
hest
hec
ult
uralc
ont
ent

r
efl
ect
sthe nor
ms,v
alues and as
sumpt
ions oft
he domi
nant

c
ult
urer
athert
hant
hos
eofc
ult
uralc
ommuni
ti
es.

3. A t
rans
for
mat
ive appr
oach t
oref
ormi
ng t
he c
urr
icul
um

f
undament
all
ychangesi
tss
truc
tur
etoenabl
est
udent
stov
iew

c
onc
ept
s,i
ssues
,ev
ent
sand t
hemesf
rom t
he per
spec
tiv
e of

di
ver
seet
hni
candc
ult
uralgr
oups
.Wi
thi
nthi
sappr
oac
h,c
ont
ent

aboutmi
nor
it
ygr
oupsi
sbr
oughtf
rom t
hemar
gint
othec
ent
erof

t
he c
anon and c
urr
icul
um,whi
ch no l
ongerf
ocus
es on t
he

mai
nst
ream or domi
nantc
ult
ure.One oft
he goal
s oft
his

appr
oac
hist
o hel
pst
udent
s under
stand t
hatk
nowl
edge i
s

s
oci
al
lyc
ons
truc
tedandhow i
tref
lec
tst
heex
per
ienc
es,v
alues

and bel
i
efsofi
tsc
reat
ors
.Tr
ans
for
mat
ivec
urr
icul
um t
eac
hes
s
tudent
stot
hink c
rit
ical
l
y and al
l
owst
hem t
ofor
mul
ate and

j
ust
if
ythei
rowni
nter
pret
ati
onsofev
ent
sors
ituat
ions
.

4. The deci
si
on-
maki
ng and s
oci
alact
ion appr
oac
h i
s an

ex
tens
ionoft
het
rans
for
mat
ionappr
oac
h.I
tenabl
ess
tudent
sto

mak
edec
isi
onson i
mpor
tants
oci
ali
ssuesandt
akeac
tionst
o

s
olv
ethem.Pr
ojec
tsandac
tiv
iti
esr
elat
edt
othec
onc
ept
sand

i
ssuess
tudi
edhel
pst
udent
sdev
elopas
ens
eofper
sonalandc
ivi
c

r
espons
ibi
l
ity
. Suc
h ac
tions mus
t be appr
opr
iat
e f
or t
he

dev
elopment
all
evel
sofs
tudent
s.Forex
ampl
e,y
oungers
tudent
s

maymak
eac
ommi
tmentnott
olaughatder
ogat
oryet
hni
cor

r
aci
alj
okes
,and ol
ders
tudent
smaypar
ti
ci
pat
einc
ommuni
ty

s
erv
ice pr
ojec
ts or c
ros
s-r
aci
alac
tiv
iti
es wi
ths
tudent
sfr
om

anot
hers
chool
.

Mul
ti
cul
tur
alc
urr
icul
um s
houl
dcons
idert
hel
ear
nings
tyl
esand

bac
kgr
oundsoft
hes
tudent
s,aswel
last
hec
ommuni
tyi
nwhi
ch

t
hes
chooli
ssi
tuat
ed.Fundament
alques
tionsaboutt
hepur
pos
e,

c
ont
entandout
comesofeac
hpar
ti
cul
arl
ess
onmus
tbeas
ked
whenpl
anni
ngac
urr
icul
um.I
tisal
soes
sent
ialt
hateduc
ator
s

ev
aluat
etex
tsandot
herc
las
sroom mat
eri
al
sforbi
as.

Ac
tiv
ity1.
11

Ex
plai
n t
he di
ff
erenc
es and s
imi
l
ari
ti
es among t
he f
our

mul
ti
cul
tur
aleduc
ati
onappr
oac
hes
.

1.
6.1.Cl
ass
room Appr
oac
hes

Mul
ti
cul
tur
aleduc
ati
oni
simpor
tantf
oral
lst
udent
sandnotj
ust

f
ort
hos
esc
hool
swher
ether
ear
est
udent
sfr
om v
ari
ousc
ult
ural

bac
kgr
ounds
.Ty
pic
all
yuni
tsofs
tudyar
eor
gani
zedas
:

 Uni
tswi
thi
ncour
ses
;
s
epar
atec
our
ses
;
i
ntegr
atedc
our
ses

Spec
ifi
cuni
tsar
ehi
ghl
yfoc
usedonmul
ti
cul
tur
aleduc
ati
oni
ssues

s
uchas“
migr
ati
onpat
ter
ns”
.Separ
atec
our
sesonmul
ti
cul
tur
al

educ
ati
onar
esomet
imesi
ncl
udedi
napr
ogr
am bygr
oupsof
ent
hus
ias
tict
eac
her
sbutt
heyar
edi
ff
icul
ttoj
ust
if
ywi
thal
lthe

ot
herpr
ess
uresont
hes
choolt
imet
abl
e.I
ntegr
atedc
our
sesar
e

t
hos
e wher
e a mul
ti
cul
tur
alper
spec
tiv
eisi
ncor
por
ated ac
ros
s

mos
tsubj
ectar
eas s
uch as mat
h,s
cienc
e,ar
t,mus
ic and

l
i
ter
atur
e.

I
tisal
sopos
sibl
etoc
ategor
izeappr
oac
hesi
nter
msofamaj
or

f
ocus
,suc
has
:

c
ult
uralunder
standi
ng;

 et
hni
cst
udi
es;

 amul
ti
cul
tur
alper
spec
tiv
e;

 ant
i-
rac
istt
eac
hing;

i
nter
cul
tur
als
tudi
es.

Ac
ommonappr
oac
hist
ofoc
usupon‘
cul
tur
alunder
standi
ng’
.

Thepur
pos
eoft
hisappr
oac
hisf
ort
eac
her
stoac
quai
nts
tudent
s

wi
th an under
standi
ng ofc
ult
ure and s
houl
dval
ue c
ult
ural

di
ff
erenc
es.Howev
ert
hisc
anbev
erydi
ff
icul
tinpr
act
icewhen

s
tudent
s and t
eac
her
s hav
ever
y di
ff
erentc
ult
uralc
odes
.As
Ec
ker
mann(
1994)
,inc
aseoft
hemi
nor
it
ychi
l
dther
eisof
ten

c
onf
li
ctbet
weenhomeands
choolv
alues
.Teac
her
sof
tenhav
e

beens
oci
al
iz
edi
ntos
ter
eot
ypi
ngs
tudent
sandt
hes
eat
ti
tudesar
e

di
ff
icul
ttoc
hange.

Whent
hef
ocusi
supon‘
ethni
cst
udi
es’
,at
tent
ioni
spai
dtoa

par
ti
cul
ar c
ult
ure,ex
ami
ning s
uch as
pec
ts as l
anguage and

l
i
ter
atur
e,hi
stor
y and geogr
aphy
.Itc
an be a v
ery ef
fec
tiv
e

appr
oac
hwhent
her
eisav
eryhi
ghpr
opor
ti
onofs
tudent
sfr
om

t
heonec
ult
urei
nthec
las
sroom orwi
thi
nthes
choolc
ommuni
ty.

A‘
mul
ti
cul
tur
alf
ocusi
stoens
uret
hatex
ist
ingt
opi
csdonothav
e

anet
hnoc
ent
ri
cbi
as.Thi
scanof
tenr
equi
repr
otr
act
eds
ess
ions

byt
het
eac
hert
otal
kthr
oughopi
nionsandv
iewst
hatar
ecl
ear
ly

et
hnoc
ent
ri
cbutmaynotber
ecogni
zedass
uch.

Ant
i-
rac
istt
eac
hing r
equi
res i
n-dept
h anal
yses ofi
nequal
i
ties

whi
chex
isti
nsoc
iet
yandt
hel
evel
sofdi
scr
imi
nat
iont
hatc
an

oc
cur
.Br
andt(
1986)r
efer
stot
hepowers
truc
tur
eins
oci
etyt
hat

c
an pr
omot
erac
isms
.Int
ermsofs
oci
alpol
i
tic
aland c
ult
ural
v
aluesandhow di
ff
icul
tthes
ear
efort
eac
hert
ocount
erac
tin

t
hei
rteac
hing.

‘
Int
erc
ult
ural
’teac
hingi
nvol
vesf
ocus
ingupon t
hef
eel
i
ngsand

ex
per
ienc
e ofdi
ver
sec
ult
uralgr
oups
.Wi
thi
nthe c
las
sroom

i
ncl
usi
veac
tiv
iti
esar
eini
ti
atedbyt
het
eac
hert
oac
hiev
eas
ens
e

ofbel
ongi
ng and t
o enabl
est
udent
sto ac
ceptand i
ntegr
ate

v
ari
ousc
ult
ures
,languagesandex
per
ienc
es.

1.
6.2. Teac
hing-
Lear
ning Appr
oac
hes i
n Mul
ti
cul
tur
al

Educ
ati
on

1.
6.2.
1.Teac
hingAppr
oac
hes

Ac
tiv
ity1.
12

Whatr
ecommendat
ionsc
oul
dyouof
fery
ourc
our
sei
nst
ruc
tor

abouthow t
o meett
he needsofdi
ff
erents
tudent
siny
our

c
las
s?
Onepr
obl
em wi
tht
hec
urr
entt
hrus
tinmul
ti
cul
tur
aleduc
ati
oni
s

t
hati
tpay
sli
tt
le orno at
tent
ion t
oteac
hing peopl
e how t
o

r
ecogni
zewhenc
ult
ural
l
yandr
aci
al
lydi
ff
erentgr
oupsar
ebei
ng

v
ict
imi
zedbyt
her
aci
storbi
asedat
ti
tudesoft
hel
argers
oci
ety
.

I
n or
dert
ochange peopl
e'
soppr
ess
ive way
s,we mus
tlear
n

aboutoppr
ess
ion.Wemus
tex
ami
neourr
espons
est
odi
ver
sit
y,

dev
oti
ng asmuc
h ef
for
ttoc
hangi
ng t
hem aswe dev
otet
o

l
ear
ning about c
ult
ure. Nur
tur
ing di
ver
sit
y means mak
ing

mul
ti
cul
tur
aleduc
ati
onapr
oces
sofac
tion,t
hroughwhi
chweas

adul
tsac
hiev
ecl
ari
tyaboutourc
ondi
ti
oni
nthi
ssoc
iet
yandway
s

t
ochangei
t(Phi
l
li
ps,1988)
.

Teac
her
sandpar
ent
scant
akes
ever
alappr
oac
hest
oint
egr
ate

and dev
elop a mul
ti
cul
tur
alper
spec
tiv
e.The pr
omot
ion ofa

pos
iti
ves
elf
-conc
epti
ses
sent
ial
,asi
saf
ocusonac
tiv
iti
est
hat

hi
ghl
i
ghtt
he s
imi
l
ari
ti
esand di
ff
erenc
esofal
lchi
l
dren'
sli
ves
.

Chi
l
dren'
spl
ay,par
ti
cul
arl
yrol
epl
ay,i
sanex
cel
l
ents
trat
egyf
or

dev
elopi
ng new per
spec
tiv
es on c
ult
ure and l
i
fes
tyl
es. The
t
reat
mentofc
hil
drenasuni
quei
ndi
vi
dual
s,eac
hwi
ths
omet
hing

s
pec
ialt
ocont
ri
but
e,i
sani
mpor
tants
trat
egy
.Ifat
eac
heri
sto

under
standt
hewhol
echi
l
d,heors
hemus
tbec
omeawar
eoft
he

c
hil
d'
s c
ult
ural bac
kgr
ound. Chi
l
dren c
an benef
it f
rom

under
standi
ngt
het
eac
her
'sher
it
ageandbac
kgr
ound.Thef
eel
i
ng

ofc
onnec
tiont
hatr
esul
tsi
svi
talt
othec
hil
d'
sac
cept
anc
eoft
he

s
imi
l
ari
ti
esanddi
ff
erenc
esofot
her
s.

Bank
s(1991)andZei
chner(
1992)hav
esummar
izedex
tens
ive

l
i
ter
atur
ethat des
cri
bes s
ucc
ess
fult
eac
hing appr
oac
hes f
or

di
ver
ses
tudentpopul
ati
on.Theyhav
eident
if
iedt
hef
oll
owi
ngk
ey

el
ement
sforef
fec
tiv
eteac
hingi
nmul
ti
cul
tur
alc
las
sroom.

 Teac
her
sneedt
ohav
eac
lears
ens
eoft
hei
rownet
hni
cand

c
ult
urali
dent
it
ies

 Teac
her
scommuni
cat
ehi
ghex
pec
tat
ionsf
ort
hes
ucc
essof

al
lst
udent
sandbel
i
evet
hatal
lst
udent
scans
ucc
ess
.

 Teac
her
sar
eper
sonal
l
ycommi
tt
edt
oac
hiev
ingequi
tyf
oral
l

s
tudent
s and bel
i
evet
hatt
hey ar
ecapabl
e ofmak
ing
 di
ff
erenc
eint
hei
rst
udentl
ear
ning.

 Teac
her
sdev
elopabondwi
tht
hei
rst
udent
sandc
eas
ethem

as“
theot
her
”.

I
nst
ruc
tionf
ocus
esons
tudent
s’c
reat
ionofmeani
ngabout

c
ont
ent i
n an i
nter
act
ive and c
oll
abor
ati
ve l
ear
ning

env
ironment
.

 Teac
her
sser
veas r
esour
ceper
sonst
oas
sis
tst
udent
sbr
ing

t
hei
rcul
tur
est
osc
hool
s.

 Teac
her
steac
hst
udent
sthec
ult
ureoft
hes
choolands
eek

t
o mai
ntai
nst
udent
s’s
ens
e ofet
hno-
cul
tur
alpr
ide and

i
dent
it
y.

 Teac
her
s ar
einv
olv
ed i
n pol
i
tic
als
truggl
e out
side t
he

c
las
sroom t
hatar
e ai
med atac
hiev
ing a mor
ejus
tand

humanes
oci
ety

I
ntener
ati
ngex
ampl
esf
rom av
ari
etyofc
ult
uresi
ntoones

t
eac
hing.

 Hel
pings
tudent
sunder
stand,i
nves
tigat
eanddet
ermi
nehow
 c
ult
uralas
sumpt
ionswi
thi
nadi
sci
pli
nei
nfl
uenc
etheway
s

t
hatk
nowl
edgei
scons
truc
ted.

 Modi
fyi
ngdel
i
ver
yofi
nst
ruc
tioni
nway
sthatwi
l
lfac
il
it
ate

t
heac
ademi
cac
hiev
ement
sofs
tudent
sfr
om di
ver
ser
aci
al
,

c
ult
ural
,genderands
oci
alc
las
sgr
oup

Ac
tiv
ity1.
13

1.Obs
erv
e a mai
nst
reamed c
las
sroom i
nal
ocals
chooland

i
nter
view t
he t
eac
her
.Whati
syouras
ses
smentoft
he

ef
fec
tiv
enes
sofmai
nst
reami
ngi
nthec
las
sroom?

2.Whati
syouropi
nionofabi
l
itygr
oupi
ng?I
fyouhadagi
ft
ed

daught
erors
on,woul
dyouwanty
ourc
hil
dtobei
nas
pec
ial

pr
ogr
am?

1.
6.2.
2.L
ear
ningAppr
oac
hes

Educ
ator
sar
etr
yingt
oident
if
yef
fec
tiv
eins
truc
tionalappr
oac
hes

f
ort
eac
hingss
tudent
sofdi
ff
erentr
aci
alandet
hni
cbac
kgr
ounds
.
AsMar
sh(
1997:
122)not
ed,c
ogni
ti
veandaf
fec
tiv
est
rat
egi
esar
e

us
efuli
n mul
ti
cul
tur
aleduc
ati
on.Pr
est
on (
1991) Ar
gue t
hat

c
ogni
ti
ves
kil
l
sar
eimpor
tanti
nter
msof
:

i
dent
if
yings
imi
l
ari
ti
esanddi
ff
erenc
es;

 pr
edi
cti
ng;

 di
sti
ngui
shi
ngf
act
sfr
om opi
nions
;

f
ormul
ati
ngques
tionsandas
ses
singaut
hent
ici
ty,ac
cur
acy
,

andwor
thyofk
nowl
edge;

 ev
aluat
ingandt
est
ingopi
nions
.

Af
fec
tiv
est
rat
egi
esar
eal
sov
eryi
mpor
tant
,es
pec
ial
l
yex
per
ienc
e

c
ent
eredt
eac
hingmat
eri
al
swhi
chl
eads
tudent
stor
efl
ectand

t
hink and f
eelabout i
ssues
. Si
mul
ati
ons ar
e an ex
tremel
y

power
fult
oolf
orpr
ovi
dings
tudent
swi
thex
per
ienc
ess
imi
l
art
o

t
hos
eenc
ount
eredwhenaper
sonmov
esi
ntoanot
herc
ult
ure(
for

ex
ampl
e,Baf
a-Baf
a)ort
oex
plor
eint
erac
tionsandc
onf
ront
ati
on

as
soc
iat
edwi
thpoweranddi
ff
erenc
esi
nsoc
io-
economi
cst
atus

(
forex
ampl
e,s
tarpower
).I
nthec
aseofBaf
a-Baf
a,par
ti
ci
pant
s
s
truggl
etodev
elops
kil
l
sinv
erbalandnon-
ver
balc
ommuni
cat
ion

andex
per
ienc
etheal
i
enat
ionanddi
scomf
ortofc
ult
ures
hoc
k.I
n

St
arPower
,par
ti
ci
pant
sengagedi
ntr
adi
ngex
per
ienc
esbuts
oon

f
indt
hatpowerpr
oduc
esabus
eofpower
.

Cooper
ati
vegr
oupl
ear
ningi
sal
sooneoft
henot
abl
eappr
oac
hes

of l
ear
ning i
n mul
ti
cul
tur
alc
las
sroom.I
n us
ing c
ooper
ati
ve

l
ear
ning i
nthe c
las
s,we c
reat
e het
erogeneousgr
oups
.Eac
h

gr
oupwoul
dinc
ludeboy
sandgi
rl
s,hi
ghandl
owabi
l
itys
tudent
s,

c
hil
drenf
rom di
ff
erentr
acesandet
hni
cbac
kgr
ounds
.Thes
esmal
l

gr
oupswoul
d wor
ktoget
herf
oran ex
tended per
iod oft
ime,

s
ever
alweek
s,orev
enmont
h,t
hei
rac
tiv
iti
eswoul
dvar
y.

Res
ear
chs
howst
hatc
ooper
ati
vel
ear
ninghasapos
iti
veef
fec
ton

ac
hiev
ementasl
ong asi
tref
lec
tst
wo es
sent
ialf
eat
ures
.The

gr
oup mus
twor
ktoget
herwi
th pos
iti
vei
nter
dependenc
e,and

t
her
emus
tbei
ndi
vi
dualac
count
abi
l
ity
,si
ncet
hegr
oup’
ssuc
ces
s

dependsont
hei
ndi
vi
duall
ear
ningofeac
hgr
oupmember
.
Cooper
ati
vel
ear
ning i
ncr
eas
esnotonl
y ac
hiev
ementbutal
so

f
ri
ends
hipsi
nthec
las
sroom Whens
tudent
sofdi
ver
seet
hni
cand

r
aci
albac
kgr
oundswor
kcooper
ati
vel
y,t
hey l
ear
ntol
i
ke and

r
espec
t one anot
her
. Cooper
ati
ve l
ear
ning al
so hel
ps

mai
nst
reameds
tudent
swi
thdi
sabi
l
iti
esgai
nsoc
ialac
cept
anc
eby

t
hei
rcl
ass
mat
es.Thes
epos
iti
veout
comesar
emos
tli
kel
ytooc
cur

whens
tudent
sar
etaughts
oci
als
kil
l
sdi
rec
tly
.Inhi
sbook
,Mar
sh

(
1997:
124)s
ummar
izedt
hepur
pos
esofc
ooper
ati
vel
ear
ningas

f
oll
ows
.Cooper
ati
vel
ear
ningpr
omot
es:

 pos
iti
vegoali
nter
dependenc
e:member
soft
hegr
oupar
e

ac
count
abl
etooneanot
her
;

f
ace-
to-
fac
eint
erac
tion:St
udent
sint
erac
ttooneanot
her

ast
heyat
temptt
ocompl
eteagi
ven t
ask
.Cooper
ati
ve

l
ear
ninggi
vess
tudent
soppor
tuni
ti
est
olear
nfr
om one

anot
her r
ather t
han r
ecei
vi
ng i
nfor
mat
ion f
rom t
he

t
eac
herandt
het
extal
one;

i
ndi
vi
dualac
count
abi
l
ity
:eac
hst
udentmus
tac
hiev
ethe
 obj
ect
iveofs
pec
ifi
cles
sons
;

 dev
elopmentofs
oci
als
kil
l
s:s
tudent
shav
etol
ear
nto

wor
ktoget
her
.soc
ooper
ati
vel
ear
ningi
mpr
ovesac
ademi
c

ac
hiev
ementands
oci
aldev
elopmentofs
tudent
s;

 gr
ouppr
oces
sing:eac
hmemberi
sawar
eoft
heex
tentt
o

whi
chhi
s/herac
tionsc
ont
ri
but
eordet
rac
tfr
om t
hegr
oup

ac
tiv
iti
es;

 hi
gherl
eveloft
hink
ing,pr
epar
ing t
hem f
orac
ademi
c

l
ear
ning and t
est
ing. Appr
opr
iat
e c
ooper
ati
ve t
ask
s

s
timul
ates
tudent
stohi
gherl
eveloft
hink
ing,pr
epar
ing

t
hem f
orac
ademi
clear
ning and t
est
ing;l
ear
ning f
rom

di
ff
erent c
ult
ural bac
kgr
ound: c
ooper
ati
ve l
ear
ning

pr
ovi
desas
truc
tur
eforc
ont
entofl
ear
ningf
rom di
ff
erent

c
ult
uralbac
kgr
ound.

Whenwef
ir
sbegi
ntowor
kwi
thc
ooper
ati
vel
ear
ning,wemay

f
indt
hatours
tudent
sseem unmanageabl
eandt
hec
las
sroom

f
eel
schaot
ic.Sadk
er and Sadk
er (
1997:
125) s
ugges
ted t
he
f
oll
owi
ng s
tepswhi
cht
hey bel
i
eve ar
e hel
pfulway
sto begi
n

c
ooper
ati
veappr
oac
hinamul
ti
cul
tur
alc
las
sroom.

1.St
artwi
thc
ooper
ati
vel
ear
ning s
trat
egi
est
hatar
e

s
hor
tands
impl
e.

2.Mak
esur
est
udent
sunder
standhow i
mpor
tanti
tis

t
owor
kcooper
ati
vel
ywi
thot
herpeopl
e-notonl
yin

t
hec
las
sroom butt
hroughoutl
i
fe.

3.Don’
tas
sumet
hats
tudent
saut
omat
ical
l
yknow how

t
owor
kingr
oupsi
nthec
las
sroom.Dos
omedi
re

t
eac
hingons
oci
als
kil
l
sandhow t
otal
kqui
etl
yin

gr
oups
.

4.L
ookf
oroppor
tuni
ti
est
opr
ais
est
udent
swhoar
enot

s
oci
al
lys
kil
l
ful
.

5.Us
egr
oupr
olest
ohel
pst
udent
sdev
elops
oci
als
kil
l
s.

Forex
ampl
e,i
fyouhav
eas
tudentwhodomi
nat
es

gr
oup di
scus
sions
,as
sign t
hatper
son t
he r
ole of

obs
erv
er.
 6.Hav
eenr
ichmentorex
tens
ionac
tiv
iti
esav
ail
abl
efor

gr
oupswho f
ini
shf
ir
st.Al
so,t
hos
e who c
ompl
ete

t
hei
rwor
kear
lyc
anobs
erv
eorhel
pot
hergr
oups
.

Teac
her
smus
tcons
iderc
hil
dren'
scul
tur
ali
dent
it
iesandbeawar
e

oft
hei
rownbi
ases
.Iti
stempt
ingt
odenyourpr
ejudi
cesand

c
lai
mthatwef
indal
lchi
l
drenequal
l
yappeal
i
ng.Teac
her
sand

par
ent
sneedt
oac
knowl
edget
hef
actt
hatwe,l
i
keourc
hil
dren,

ar
einev
itabl
yinf
luenc
edbyt
hes
ter
eot
ypesandone-
sidedv
iew

ofs
oci
etyt
hatex
ist
sinours
chool
sandt
hemedi
a.Notonl
ymus
t

wer
ecogni
zet
hos
ebi
ases
,butwemus
tchanget
heat
ti
tudet
hey

r
epr
esentbyac
cept
ingal
lchi
l
drenaswer
ecei
vet
hem.

Anumberofbook
s(f
ict
ionandnon-
fi
cti
on)c
anus
edt
oil
l
ust
rat
e

maj
orc
onc
ept
sandi
ssuesr
elat
ingt
oamul
ti
cul
tur
alappr
oac
h.

Theyar
eof
tenv
erys
timul
ati
ngf
ors
tudent
sandc
anpr
ovi
dean

i
mpor
tantl
i
nkbet
weens
ubj
ectar
eas
.Forex
ampl
e,ani
malf
arm

i
sus
efulf
orpr
esent
ingc
onc
ept
saboutpr
ejudi
ce,s
ter
eot
ypi
ng,

i
ndi
vi
duali
dent
it
yandgr
oupc
onf
ormi
ty.
Book
s,doc
ument
sandc
urr
icul
um s
ett
ingar
ewi
del
yav
ail
abl
eon

ar
angeoft
opi
cs.Howev
er,i
tisi
mpor
tantt
onot
ethatmos
thav
e

v
ari
ous bi
ases
.Teac
her
s and s
tudent
s need t
o be abl
eto

r
ecogni
zes
ter
eot
ypes
;theyneedt
obewat
chf
ulf
orhi
ghl
yloaded

wor
d; i
tisi
mpor
tant t
o di
sti
ngui
sh bet
ween v
eri
fi
abl
e and

unv
eri
fi
abl
edat
a.Thes
etofques
tionsl
i
stedbel
ow c
anpr
ovi
dea

us
efulgui
dei
nsel
ect
ingappr
opr
iat
emat
eri
al
s.

Ques
tionst
ous
easagui
dei
nsel
ect
ingmat
eri
al

 Ar
edi
ff
erentet
hni
cgr
oupsi
ncl
udedandar
etheys
hownas

di
ver
sif
iedandhet
erogeneous
?

 Ar
edemeani
ngobj
ect
ivesus
ed(
forex
ampl
e,“
pri
mit
ive”
)?

 Ar
eoppor
tuni
ti
espr
ovi
dedf
ors
tudent
stoex
ami
nei
ndept
h

t
hev
alues
,bel
i
eves
,poi
ntsofv
iew and/
orex
per
ienc
esof

ot
heret
hni
cgr
oups
?

 Doest
he mat
eri
alc
ont
ain ex
pres
sionsoft
he opi
nionsof

member
soft
hedi
ff
erentet
hni
cgr
oups
?
I
sthegr
oup’
scul
tur
alher
it
ager
epr
esent
edonl
yint
ermsof

af
ew ‘
typi
cal
’ex
ampl
est
hatemphas
izet
hedi
ff
erentand

ex
oti
c?

 Ar
esomef
act
signor
edorot
her
sov
eremphas
ized?

 Ar
eint
err
elat
ions
hipsandt
hei
nter
dependenc
eofdi
ff
erent

gr
oupsdemons
trat
ed?

 Doest
hemat
eri
alr
ecogni
zebot
hdi
ff
erenc
esands
imi
l
ari
ti
es

Bet
weenc
ult
ures
?

 Ar
emi
nor
it
ygr
oupst
reat
edass
oci
alpr
obl
ems
?

I
finequal
i
tiesar
epor
tray
ed,ar
ethec
aus
esoft
hes
ecl
ear
ly

pr
esent
ed?

 Ar
eis
suespl
acedi
ncont
extandr
elat
edt
osoc
ial
,cul
tur
al

andpol
i
tic
alc
ont
extatr
egi
onal
,nat
ionalandgl
oball
evel
?

 Doest
hemat
eri
alf
ost
erappr
eci
ati
onofet
hni
candc
ult
ural

di
ver
sit
yasapos
iti
vev
alue?

 Woul
dthet
reat
mentoft
hegr
oupas
sis
tchi
l
drenf
rom t
hat

bac
kgr
oundt
odev
elopapos
iti
ves
elfi
mage?
1.
6.Teac
her
sandMul
ti
cul
tur
alCur
ri
cul
um

1.
6.1.Teac
herEduc
ati
onf
orMul
ti
cul
tur
alEduc
ati
on

Ac
tiv
ity1.
14

Whatdoy
out
hinkar
ethees
sent
ialc
omponent
sneededi
nteac
her

educ
ati
onpr
ogr
am s
othatmul
ti
cul
tur
aleduc
ati
onc
ans
ucc
eedi
n

s
chool
s?

Ther
ehasbeengr
owi
ngc
onc
ernabouthow bes
ttomeett
he

educ
ati
onalc
hal
l
enge ofl
ear
ner di
ver
sit
y.Some r
esear
cher
s

(
Nat
ional
,1991)hav
erai
sed ques
tions aboutt
he ef
fi
cac
y of

t
eac
hereduc
ati
onpr
ogr
amswhi
chat
temptt
odealwi
thl
ear
ner

di
ver
sit
yandwhi
chex
plor
echangesi
npr
ospec
tiv
eteac
her
s'r
oles

i
nmodi
fyi
ngi
nst
ruc
tion.Howev
er,ot
herr
esear
cher
s(i
.e.
,Bank
s

& Bank
s,1989;Bennet
t,1990;Sl
eet
er& Gr
ant
,1988)hav
e

r
ecommendedt
hatt
hef
oll
owi
ngbei
ncl
udedwi
thi
nthet
eac
her

educ
ati
onc
urr
icul
um:

 atl
eas
tonec
our
sei
nmul
ti
cul
tur
aleduc
ati
ont
hatt
akesi
nto
 c
ons
ider
ati
ont
heneedsofal
lst
udent
s;

i
nfor
mat
ionaboutt
hehi
stor
yandc
ult
ureofs
tudent
sfr
om a

wi
de number of et
hni
c,r
aci
al
,li
ngui
sti
c, and c
ult
ural

bac
kgr
ounds
;

c
ont
entaboutt
hec
ont
ri
but
ionsmadebyv
ari
ousgr
oups
;

i
nfor
mat
ionaboutf
ir
st-ands
econd-
languageac
qui
si
ti
onand

ef
fec
tiv
eteac
hingpr
act
icesf
orwor
kingwi
ths
tudent
sfr
om

l
i
mit
edEngl
i
shpr
ofi
ci
ent(
LEP)bac
kgr
ounds
;and

f
iel
d ex
per
ienc
esand s
tudentt
eac
hing oppor
tuni
ti
eswi
th

s
tudent
sfr
om v
ary
ingbac
kgr
ounds
.

1.
6.1.
1.Cour
sesi
nMul
ti
cul
tur
alEduc
ati
on

Cur
rent
lyt
her
e ar
e mul
ti
cul
tur
aleduc
ati
on c
our
sesac
ros
sthe

Uni
tedSt
ateswhi
char
eus
edi
nteac
herpr
epar
ati
onpr
ogr
ams
.

Thei
ssuesr
ais
edwi
thr
espec
ttoeduc
ati
onalequal
i
ty,equi
ty,and

s
oci
alj
ust
icewi
thi
nahi
stor
ical
,legal
,ands
oci
opol
i
tic
alc
ont
ext

ar
ecent
ralt
othec
ont
ent
.Formanypr
ospec
tiv
eteac
her
s,t
he

i
nfor
mat
ionpr
ovi
dedi
nthes
ecour
sesi
snew andhasnotbeen
di
scus
sed i
n gener
al educ
ati
on c
our
ses or i
n pr
e-s
erv
ice

educ
ati
onc
our
ses
.Thi
sbac
kgr
oundi
simpor
tantf
ort
het
eac
her

t
ohav
einor
dert
ounder
standt
her
ight
sandr
espons
ibi
l
iti
esof

s
tudent
saswel
lasoft
eac
her
sandpar
ent
s.Whi
l
ehav
ingt
his

i
nfor
mat
ionmaynotel
i
minat
ethes
ter
eot
ypesormi
sconc
ept
ions

t
hatt
eac
her
shav
eaboutgr
oups
,itc
ans
erv
etoi
nfor
m mor
e

di
rec
tlyf
utur
eins
truc
tionaldec
isi
onswhi
cht
heywi
l
lmak
e.For

ex
ampl
e,whi
l
eitmaynotel
i
minat
esomegenderbel
i
efs
,bei
ng

awar
eoft
heat
ti
tudesandper
cept
ionsat
eac
herhasaboutgi
rl
s

andboy
sandmat
hemat
icsmaydi
mini
shs
ex-
segr
egat
edgr
oups

wi
thi
nthec
las
sdur
ingmat
hac
tiv
iti
es.

1.
6.1.
2.I
nfor
mat
ionaboutHi
stor
yandCul
tur
e

I
nfor
mat
ion pr
ovi
ded on t
he hi
stor
y and c
ult
ure of f
utur
e

s
tudent
scanbeav
aluabl
eres
our
cef
ort
hepr
ospec
tiv
eteac
her

whenmak
ingdec
isi
onsabouts
tudent
s,adapt
ingpedagogy
,and

i
nvol
vi
ng par
ent
s.Suc
ces
sfulmodel
s ofopen c
ommuni
cat
ion

bet
ween di
ver
se t
eac
her
s,s
tudent
s, par
ent
s, ot
her s
chool
per
sonnel
,andc
ommuni
tyl
i
ais
onsc
anal
sobei
ncor
por
atedi
nto

t
eac
hereduc
ati
onc
our
ses
.

ManyAf
ri
canAmer
icans
,Hi
spani
cs,Nat
iveAmer
icans
,andAs
ian

Amer
icanshav
ehadeduc
ati
onalex
per
ienc
eswher
etheys
uff
ered

asar
esul
tofnegat
ives
oci
al
,ec
onomi
c,andeduc
ati
onalpol
i
cies

(
Bank
s & Bank
s,1989)
.Pr
act
ices s
uch as r
efer
raloft
hes
e

s
tudent
sindi
spr
opor
ti
onat
enumber
stos
pec
ialeduc
ati
onc
las
ses

c
ont
inueev
ent
oday
.Wi
thaddi
ti
onali
nfor
mat
ion,t
eac
her
smay

beabl
etoas
kfur
therques
tionsorr
eques
ttec
hni
calas
sis
tanc
ein

pr
ovi
dingappr
opr
iat
eins
truc
tionbef
orear
efer
rali
scons
ider
ed.

Somer
esear
cher
s(Bennet
t,1990;Fi
rst
,1988)hav
efoc
usedon

t
hemi
scueswhi
choc
curbet
weent
eac
her
sands
tudent
sbas
ed

on mi
si
nter
pret
ati
onsand gener
ali
zat
ionsmade aboutc
ult
ural

bac
kgr
ound. St
udent behav
ior
s s
uch as at
tent
ion-
get
ti
ng

s
trat
egi
es, way
s of r
espondi
ng t
o ques
tions
, and way
s of

i
nter
act
ing ar
e ex
ampl
es ofac
tions whi
ch ar
einf
luenc
ed by

c
ult
uralbac
kgr
ound.Fors
omeAf
ri
canAmer
ican,Nat
iveAmer
ican,
and Hi
spani
c s
tudent
s, c
ooper
ati
ve gr
oupi
ng i
nst
ruc
tional

ac
tiv
iti
esmaybe bet
terbec
aus
etheypar
all
elt
he c
ont
extf
or

l
ear
ningf
oundi
nthei
rcul
tur
es.Teac
her
scanc
ons
idermodi
fyi
ng

t
radi
ti
onaldi
rec
tins
truc
tiont
oinc
ludeot
hert
ypesofi
nst
ruc
tion

f
rom whi
chal
lst
udent
scanbenef
it
.

Anot
herc
las
sroom f
act
ort
obec
ons
ider
edi
stheex
tentt
owhi
ch

t
hel
i
ter
acyt
radi
ti
onoft
hehomeandc
ult
urec
los
elyr
esembl
es

t
hatoft
hes
chool
.Ift
her
eisas
trongemphas
isi
nthec
ult
ureon

t
heor
alt
radi
ti
on,t
henk
nowl
edgemaybet
rans
mit
tedt
hrough

"
ver
balus
ageandmemor
izat
ion"asi
nthec
asesofMor
occ
anand

Wes
ter
n Samoan c
ult
ures (
Fiel
d & Aeber
sol
d,1990)
.Thi
sis

di
ff
erentf
rom t
hehi
ghl
yli
ter
atet
radi
ti
oni
ntheUni
tedSt
atesand

pr
esent
s pr
obl
ems i
fthe t
eac
her ex
pec
tsc
ert
aint
ypes of

c
las
sroom i
nter
act
ionbas
edonr
eadi
ngt
ext
.

The c
ult
uralv
alues t
rans
mit
ted by par
ent
scan be mar
kedl
y

di
ff
erentf
rom t
hos
ethec
hil
drenenc
ount
eri
nthes
chool
s.For

ex
ampl
e,amongs
omeSout
heas
tAs
ianpar
ent
sthei
ndi
vi
dual
'
s
r
olewi
thi
nthef
ami
l
yisofpr
imar
yimpor
tanc
e;per
sonaldes
ires

ar
esec
ondar
y(Mor
row,1989)
.Thus
,for t
hes
est
udent
sa

dec
isi
ont
ocar
efory
oungers
ibl
i
ngswhi
l
epar
ent
swor
kmi
ght

c
ome bef
ore a dec
isi
on t
ocompl
eteas
choolas
signment
.

Under
standi
ng c
hil
d-r
ear
ing pr
act
ices
,fami
l
yrel
ati
ons
hips
,and

i
nter
per
sonalc
ommuni
cat
ioni
scr
it
icali
nunder
standi
ngpar
ent
s.

Communi
cat
ionc
anbei
ncr
eas
edbyus
ingt
hehomel
anguagef
or

c
onf
erenc
esandpr
ovi
dingwr
it
tennot
icesi
nbot
hlanguagesf
or

t
hos
e par
ent
s who hav
e di
ff
icul
ty wi
th Engl
i
sh.Communi
ty

l
i
ais
ons
,ai
des
,tr
ans
lat
ors
,orv
olunt
eer
swhoar
ebi
l
ingualc
an

as
sis
tint
hisar
ea.Thet
eac
herc
ans
oli
ci
tmor
epar
ti
ci
pat
ionand

c
ooper
ati
on f
rom par
ent
sift
he mes
sage i
scommuni
cat
ed

appr
opr
iat
ely
.

1.
6.1.
3.I
ntegr
ati
onofCont
ri
but
ions

Model
i
ng t
hei
ntegr
ati
on ofc
ont
entaboutt
hec
ont
ri
but
ionsof

v
ari
ousgr
oupsi
svi
talf
orpr
ospec
tiv
eteac
her
sbec
aus
eitc
an

demons
trat
eef
fec
tiv
eway
sofus
ingt
hisi
nfor
mat
ionwi
thi
nthe
c
las
sroom.Formanys
tudent
sthi
smaybet
hef
ir
stoppor
tuni
ty

t
heyhav
ehadt
obeex
pos
edt
oot
her
s'nat
ionalher
oes
,her
oines
,

ev
ent
s,not
abl
econt
ri
but
ions
,andt
heor
ies
.

1.
6.1.
4.L
anguageBac
kgr
ound

I
n wor
king wi
ths
tudent
sfr
om v
ary
ing et
hni
c and c
ult
ural

bac
kgr
ounds
,pr
ospec
tiv
eteac
her
smus
trec
ogni
zet
hatmanywi
l
l

c
omef
rom di
ver
sel
anguagebac
kgr
ounds
.Whi
l
ether
emaybea

gr
oup whi
chc
an gener
all
ybedes
cri
bed as"
Sout
heas
tAs
ian,
"

t
hes
est
udent
scome f
rom di
ff
erentc
ount
ri
esand al
sos
peak

di
ff
erentl
anguages
.

The i
ncor
por
ati
on of i
nfor
mat
ion about f
ir
st- and s
econd-

l
anguageac
qui
si
ti
onandef
fec
tiv
eteac
hingpr
act
icesf
orwor
king

wi
ths
tudent
sfr
om L
EP bac
kgr
ounds i
scr
it
icalf
or t
eac
her

pl
anni
ng.

1.
6.2.Pot
ent
ialPr
obl
ems f
or Teac
her
sin Mul
ti
cul
tur
al

Educ
ati
on
Teac
her
s ar
e ex
pec
ted t
o c
ope wi
th t
he educ
ati
onaland

emot
ional needs of c
hil
dren f
rom many di
ver
se c
ult
ural

bac
kgr
ounds wi
th mi
nimalbac
kgr
ound ors
uppor
t.Ther
e ar
e

numer
ouspot
ent
ialdi
ff
icul
ti
esl
urk
ing and s
ome oft
hes
e ar
e

l
i
stedbel
ow:

 St
ereot
ypesar
erei
nfor
cedi
fthef
ocusi
sup0onar
ti
fac
ts

and f
act
s aboutt
he pas
trat
hert
han t
he pr
esent
-of
ten

des
cri
bedast
he‘
mus
eum ment
ali
ty’
;

 Ther
eisat
endenc
ytoc
onc
ent
rat
eupondi
ff
erenc
est
othe

ex
clus
ion ofal
sor
ecogni
zi
ng s
imi
l
ari
ti
es. ForEx
ampl
e,a

c
onc
ent
rat
ion up on di
ff
erentf
ood t
radi
ti
onsand f
orm of

t
radec
ans
ubt
lyr
einf
orc
eet
hnoc
ent
ri
cat
ti
tudes
;

 Teac
her
stend t
opr
esentot
herc
ult
uresashomogeneous

gr
oups
.Theyf
ailt
orec
ogni
zet
hedy
nami
cnat
ureofc
ult
ure

andt
heongoi
ngc
hangesanddi
ff
erenc
eswi
thi
nac
ult
ure;

I
tisi
nadv
isabl
etot
akei
nst
anc
einf
avor of c
ult
ural

r
elat
ivi
sm,t
hati
s,i
fabehav
iori
sval
i
dinonec
ult
ureand
 s
inc
e al
lcul
tur
esar
e equal
l
yval
i
d,al
lbehav
iormus
tbe

equal
l
y good. Bul
l
ard (
1992) c
ont
ends t
hat c
ult
ural

r
elat
ivi
sm c
annotbec
ondoned-t
hec
ont
extofanat
ion’
s

l
awsmus
tbegi
venpr
imac
y.Shec
itedt
hedi
l
emma:

“
Whats
houl
dbeat
eachert
odoi
fheors
hecomes

acr
ossaTur
kis
h’sboygi
vi
nghi
ssi
steras
ever
ebi
ti
ng

out
sidet
hes
choolgat
esbecaus
ehes
aw hert
alki
ngt
o

boysdur
ingt
hemor
ningr
eces
s..
.?I
fachi
l
disbei
ng

beat
en,s
omeones
houl
dtr
yands
topi
t.Ther
eisno

mul
ti
cul
tur
al i
ssue at wor
k her
e. Our cul
tur
al

di
ff
erences mus
ttake t
her
e expr
ess
ion wi
thi
nthe

cont
extofanat
ionwi
thl
aws
”(Bul
l
ard,1992:
6).

 Ther
ecanbeat
endenc
yoft
eac
her
stot
akeanemot
ional
l
y

det
achedv
iew ofi
ssues
.Thi
sismor
eli
kel
ytooc
curi
fthe

r
esour
ces av
ail
abl
e on a c
ult
uralgr
oup ar
elac
king i
n

mul
ti
medi
aex
ampl
esori
fther
eisl
i
ttl
efi
rsthandex
per
ienc
e

abouta gr
oup f
rom s
tudent
sinac
las
s.I
tisc
ert
ainl
y
 undes
irabl
eto mi
nimi
zet
he r
eall
i
fei
ssuesaf
fec
ting t
he

c
ult
urebei
ngs
tudi
ed.

 Ther
e i
s no guar
ant
ee t
hat mor
e i
nfor
med s
tudent

k
nowl
edge about a c
ult
ure wi
l
llead t
o mor
e pos
iti
ve

at
ti
tudes
.

 Theas
sumpt
ioni
sof
tenmadet
hatbec
aus
emor
einf
ormed

under
standi
ng hasbeen ac
hiev
ed,t
hats
oci
alequi
ty wi
l
l

f
oll
ow.Thi
sofc
our
se,underes
timat
est
hei
mpac
tofs
oci
al

s
truc
tur
ewi
thi
nthehos
tsoc
iet
y.

1.
8.Cons
ider
ati
onsi
nteac
hingCul
tur
all
yDi
ver
seChi
l
dren

1.
8.1.WhatWoul
dRealMul
ti
cul
tur
alEduc
ati
onL
ookL
ike?

Mul
ti
cul
tur
aleduc
ati
onmus
thav
e,asi
tsc
rux
,thebel
ow def
ini
ng

c
har
act
eri
sti
cst
o ac
hiev
eit
spur
pos
esf
ors
tudent
s,t
eac
her
s,

par
ent
s,andadmi
nis
trat
orsoft
hes
chools
yst
em:a)al
ear
ning

env
ironment t
hat s
uppor
ts pos
iti
vei
nter
rac
ialc
ont
act
; b) a

mul
ti
cul
tur
alc
urr
icul
um; c
) pos
iti
vet
eac
her ex
pec
tat
ions
; d)
admi
nis
trat
ives
uppor
t; and, e) t
eac
her t
rai
ning wor
kshops

(
Bennet
t,1995)
.Ifoneoft
hef
eat
uresi
sabs
ent
,fr
ust
rat
ionand

hei
ght
enedr
esent
mentmayoc
curasbac
klas
hbehav
ior
smul
ti
ply
.

Theef
fec
tsofapos
iti
vemul
ti
cul
tur
alc
li
mat
emaymani
fes
tina

numberofway
s,s
uchas
:a)di
mini
shedpoc
ket
sofs
egr
egat
ion

among s
tudentbody
;b)l
essr
aci
alt
ens
ion i
nthes
chool
s;c
)

i
ncr
eas
edet
hni
cmi
nor
it
yret
ent
ionandc
las
sroom per
for
manc
e;

and,d)i
ncl
usi
on ofa mul
ti
cul
tur
alc
urr
icul
um.I
nshor
t,t
he

mul
ti
cul
tur
aleduc
ati
onalenv
ironments
houl
dnotbeami
croc
osm

ofourpr
esentAmer
icans
oci
ety
,wi
thr
egar
dtoi
ssuesofdi
ver
sit
y

andt
oler
anc
e.Manyf
act
orsdet
ermi
neas
ucc
ess
fulmul
ti
cul
tur
al

at
mos
pher
e,butt
hef
eat
uresasout
li
nedabov
emaybei
mpor
tant

i
ndi
cat
ionsofs
ucc
ess
.

Admi
nis
trat
ives
uppor
tformul
ti
cul
tur
aleduc
ati
oni
scr
it
ical
.How

c
an a hous
est
and i
fthe f
oundat
ion i
sfr
agi
l
e? Mul
ti
cul
tur
al

educ
ati
onwi
l
lbeass
ucc
ess
fulasc
ommi
tmentt
oitbys
chool

admi
nis
trat
ors
.Regar
dles
soft
he l
evelofc
ommi
tment(
loc
al,
s
tat
e,and/
ornat
ional
),pr
ogr
amsi
nit
iat
ed undert
he gui
se of

mul
ti
cul
tur
ali
sm mus
trec
eiv
erei
nfor
cementf
rom admi
nis
trat
ors

whoar
eac
count
abl
efort
hes
ucc
essofes
tabl
i
shedmul
ti
cul
tur
al

i
nit
iat
ives
.Ak
eyf
act
ori
nanypr
opos
edmul
ti
cul
tur
ali
nit
iat
ivei
s

c
urr
icul
um dev
elopment
.

A mul
ti
cul
tur
alc
urr
icul
um s
houl
d be c
ons
ider
ed f
or s
ever
al

r
eas
ons
: a) pr
ovi
des al
ter
nat
ive poi
nts of v
iew r
elat
ivet
o

i
nfor
mat
ion al
ready t
aughti
n mos
teduc
ati
onals
yst
ems
; b)

pr
ovi
deset
hni
c mi
nor
it
ieswi
thas
ens
e ofbei
ng i
ncl
usi
vei
n

hi
stor
y,s
cienc
eet
c.;and,c
)dec
reas
ess
ter
eot
ypes
,pr
ejudi
ce,

bi
got
ry,and r
aci
sm i
n Amer
ica and t
he wor
ld.A s
igni
fi
cant

demogr
aphi
ctr
ans
for
mat
ion i
s on t
he hor
izon f
or Amer
ican

s
chool
s.Educ
ati
onali
nst
it
uti
onshav
ebeendi
ctat
edt
ool
ongby

at
ti
tudes
,val
ues
,bel
i
efs
,andv
alues
yst
emsofoner
aceandc
las
s

ofpeopl
e.Thef
utur
eofouruni
ver
sei
sdemandi
ngapos
iti
ve

c
hangef
oral
l(Hi
l
li
ard&Pi
ne,1990)
.

1.
8.2.TheDev
elopmentofSt
ereot
ypesandDi
spel
l
ingt
he
My
ths

Teac
hingwi
thamul
ti
cul
tur
alper
spec
tiv
eenc
our
agesappr
eci
ati
on

and under
standi
ng ofot
herc
ult
ures as wel
las one'
s own.

Teac
hingwi
tht
hisper
spec
tiv
epr
omot
est
hec
hil
d'
ssens
eoft
he

uni
quenes
sofhi
sown c
ult
ureasapos
iti
vec
har
act
eri
sti
cand

enabl
est
hec
hil
dto ac
ceptt
heuni
quenes
soft
hec
ult
uresof

ot
her
s.

1.
8.2.
1.TheDev
elopmentofSt
ereot
ypes

Chi
l
dren'
sat
ti
tudest
owar
dthei
rrac
eandet
hni
cgr
oupandot
her

c
ult
uralgr
oupsbegi
ntof
orm ear
lyi
nthepr
esc
hooly
ear
s.I
nfant
s

c
an r
ecogni
ze di
ff
erenc
es i
nthos
e ar
ound t
hem,and y
oung

c
hil
dren c
an eas
il
y abs
orb negat
ives
ter
eot
ypes
.Chi
l
dren ar
e

eas
il
yinf
luenc
edbyt
hec
ult
ure,opi
nions
,andat
ti
tudesoft
hei
r

c
aregi
ver
s.Car
egi
ver
s'per
cept
ionsofet
hni
cand r
aci
algr
oups

c
an af
fec
tthe c
hil
d'
sat
ti
tudest
owar
dthos
e mi
nor
it
y gr
oups
.

Ear
lyc
hil
dhood educ
ator
scan i
nfl
uenc
ethe dev
elopmentof
pos
iti
ve at
ti
tudes i
nyoung c
hil
dren by l
ear
ning about and

pr
omot
ingt
hev
ari
ousc
ult
uresr
epr
esent
edamongt
hec
hil
dren

t
heyt
eac
h.

Young c
hil
dren c
an dev
elop s
ter
eot
ypi
cvi
ewpoi
ntsofc
ult
ures

di
ff
erentf
rom t
hei
rownwhens
imi
l
ari
ti
esamongal
lindi
vi
dual
s

ar
enotemphas
ized.Teac
her
scanhel
pel
i
minat
est
ereot
ypesby

pr
esent
ingmat
eri
alandac
tiv
iti
est
hatenabl
echi
l
drent
olear
nthe

s
imi
l
ari
ti
esofal
lindi
vi
dual
s.Ci
rcl
eti
mei
spar
ti
cul
arl
yhel
pfuli
n

t
hisr
espec
t,as i
tpr
ovi
des c
hil
dren wi
thaf
eel
i
ng ofgr
oup

i
dent
it
y and i
ntr
oduc
es t
hem t
o t
he v
ari
ety of c
ult
ures

r
epr
esent
edi
nthec
las
s(Di
xonandFr
aser
,1986)
.

Amul
ti
cul
tur
alpr
ogr
am s
houl
dnotf
ocusonot
herc
ult
urest
othe

ex
clus
ionoft
hec
ult
uresr
epr
esent
edi
nthec
las
s.Chi
l
drenf
rom

di
ff
erent c
ult
ures of
ten hav
e t
o mak
e maj
or behav
ior
al

adj
ust
ment
stomeett
heex
pec
tat
ionsoft
hes
chool
.Teac
her
s

s
houl
dtak
e what
ever meas
ures ar
e nec
ess
aryt
osee t
hat

c
hil
dren do noti
nter
prett
hes
e adj
ust
ment
s as ev
idenc
e of
c
ult
urals
ter
eot
ypes
.

1.
8.2.
1.Di
spel
l
ingt
heMy
ths

Ear
lyc
hil
dhoodt
eac
her
sandpar
ent
sofy
oungc
hil
drens
houl
d

bec
ome awar
e of t
he my
ths as
soc
iat
ed wi
th mul
ti
cul
tur
al

educ
ati
ons
othatt
heyc
anenhanc
edev
elopment
all
yappr
opr
iat
e

pr
act
ices
.

Myt
h1:Ot
hercul
tur
ess
houl
dbepr
esent
edasdi
sti
nctwaysof

l
i
vingt
hatr
efl
ectdi
ff
erencesf
rom t
hedomi
nantcul
tur
e.

Theemphas
isons
o-c
all
edex
oti
cdi
ff
erenc
eswi
l
lof
tenac
cent
uat
e

a"
we"v
ers
us"
they
"pol
ari
ty.Chi
l
dren who ar
e notabl
eto

i
dent
if
ywi
th anot
herc
ult
urebec
aus
eofex
oti
cdi
ff
erenc
eswi
l
l

of
ten f
eels
uper
iorori
nfer
iort
othe c
ult
ure.A mul
ti
cul
tur
al

pr
ogr
am c
anf
ocusont
hepr
esent
ati
onofot
herc
ult
ures
,butat

t
he s
ame t
ime al
l
ow c
hil
dren t
o be awar
e oft
he nat
ure and

uni
quenes
soft
hei
rownc
ult
ure.Chi
l
drenc
anl
ear
naboutt
hei
r

c
las
s as an ex
ampl
e of a c
ommon c
ult
ure. Teac
her
scan
emphas
izehowot
herc
las
sesc
anbes
imi
l
arandy
etdi
ff
erent
.

Myt
h2:bi
l
ingual
i
smi
sal
i
abi
l
ityr
athert
hananas
set
.

Rec
ents
tudi
ess
ugges
tthat
,al
lot
hert
hingsbei
ngequal
,hi
gher

degr
ees ofbi
l
ingual
i
sm ar
e as
soc
iat
ed wi
th hi
gherl
evel
s of

c
ogni
ti
veat
tai
nment
.Iti
sev
identt
hatt
hedual
i
tyofl
anguages

pers
e does nothampert
he ov
eral
llanguage pr
ofi
ci
enc
y or

c
ogni
ti
ve dev
elopmentofbi
l
ingualc
hil
dren (
Hak
uta & Gar
cia,

1989)
.

Myt
h3:mul
ti
cul
tur
aleducat
ioni
sonl
yrel
evanti
ncl
ass
eswi
th

s
tudent
swhoar
emember
soft
hecul
tur
alorr
aci
algr
oups

t
obes
tudi
ed.

Ourwor
ldi
smul
ti
cul
tur
al,andc
hil
drenneedt
oex
per
ienc
ethe

di
ver
sit
yout
sidet
hei
rimmedi
ateenv
ironment
.Ifc
hil
drenar
eto

k
now aboutmi
nor
it
ygr
oups
,theymus
tbet
aughtaboutt
hem i
n

t
hes
amewayt
heyar
etaughtaboutmaj
ori
tygr
oups
.Ot
her
wis
e,
c
hil
drenc
angr
ow t
oadul
thoodunawar
eof
,andi
nsens
iti
vet
o,

t
heex
per
ienc
esofot
herc
ult
uralgr
oups
.

Myt
h 4:t
her
eshoul
d beas
epar
ate,uni
fi
ed s
etofgoal
sand

cur
ri
cul
um f
ormul
ti
cul
tur
aleducat
ion.

Thi
smy
thc
onf
li
ctswi
tht
hepur
pos
eofpr
ovi
dingr
elev
antand

meani
ngf
uleduc
ati
ont
ochi
l
drenf
rom al
lcul
tur
albac
kgr
ounds
.

Si
nce we hav
e a mul
ti
tude ofc
ult
ures i
n our wor
ld,i
tis

i
mpr
act
ical
,per
hapsi
mpos
sibl
e,t
oteac
haboutal
loft
hem.Goal
s

andc
urr
icul
um wi
l
l,t
her
efor
e,di
ff
erc
ons
ider
abl
yfr
om c
las
sto

c
las
s.I
tisi
mpor
tantf
orear
lyc
hil
dhoodt
eac
her
sandpar
ent
sto

ac
knowl
edget
hatev
ery
onehasac
ult
ure,notj
ustt
hos
ewho

appeart
obedi
ff
erent
.Chi
l
drenwhoar
etaughtt
oappr
eci
ateand

under
standt
hei
rownc
ult
urel
ear
ntounder
standot
her
s'c
ult
ures

i
nthe pr
oces
s.The appr
opr
iat
ecur
ri
cul
um f
orunder
standi
ng

Amer
ica'
sdi
ver
sec
ult
uresi
sa mul
ti
cul
tur
alc
urr
icul
um t
aught

wi
thi
n a dev
elopment
alf
ramewor
k.I
tpr
omot
es r
ecogni
ti
on,

under
standi
ng,andac
cept
anc
eofc
ult
uraldi
ver
sit
yandi
ndi
vi
dual
uni
quenes
s.Thi
scur
ri
cul
um i
sbas
edi
nconc
ept
ssuc
hasc
ult
ural

pl
ural
i
sm,i
nter
-gr
oupunder
standi
ng,andhumanr
elat
ions
.Iti
s

notr
est
ri
cti
veorl
i
mit
edt
oas
pec
ifi
ccour
se,s
etofs
kil
l
s,ort
ime

ofy
ear
.

Myt
h 5:mer
e act
ivi
ti
es,whi
ch ar
e notpl
aced i
n an expl
i
cit

cul
tur
alcont
ext
,cons
tit
ute vi
abl
e mul
ti
cul
tur
aleducat
ion

cur
ri
cul
um.

Al
lac
tiv
iti
ess
houl
dbeac
compani
edbyc
omment
ari
est
hatex
plai
n

t
hei
rcul
tur
alc
ont
ext
.Ac
tiv
iti
ess
houl
dal
way
sbec
hos
enont
he

bas
isofdev
elopment
alappr
opr
iat
enes
s.

Summar
y

Mul
ti
cul
tur
aleduc
ati
on i
s an umbr
ell
ater
m f
or educ
ati
onal

pol
i
cies
,cur
ri
cul
aandpr
ogr
amst
hatr
espec
tandi
ncl
udedi
ver
se

wor
ldv
iews
,rec
ogni
zes
oci
ali
njus
tic
esandempoweral
lst
udent
s

t
oac
hiev
eac
ademi
cal
l
y.I
ngener
al,i
tenc
ompas
sesanys
etof

pr
oces
ses by whi
chs
chool
s wor
k wi
th,r
athert
han agai
nst
,
oppr
ess
ed gr
oups
. Many c
onc
ept
ual
i
zat
ions of mul
ti
cul
tur
al

educ
ati
on ex
ist
,si
nce byi
tsv
erynat
urei
tembr
acesmul
ti
ple

poi
ntsofv
iew.

I
nspi
teofdi
ff
erenc
esi
nappr
oac
h,c
ommonal
ti
esex
istamong

def
ini
ti
ons and goal
s of mul
ti
cul
tur
al educ
ati
on. Mos
t

mul
ti
cul
tur
ali
sts agr
ee t
hat mul
ti
cul
tur
aleduc
ati
on s
eek
sto

r
est
ruc
tur
esc
hool
sandc
urr
icul
asot
hatt
heyi
ncl
udeandmor
e

ac
cur
atel
y r
efl
ectt
he c
ult
ural di
ver
sit
y of our s
oci
ety
.It

r
ecogni
zes di
ff
erenc
es among s
tudent
s,s
uch as c
ult
uraland

l
ear
nings
tyl
es,andmodi
fi
est
eac
hingmet
hodst
oens
ureequal

oppor
tuni
tyf
or ac
ademi
c ac
hiev
ement
.Ithel
ps s
tudent
sto

dev
elop t
he k
nowl
edge,s
kil
l
sand at
ti
tudest
ofunc
tion c
ros
s-

c
ult
ural
l
y.I
n addi
ti
on,mul
ti
cul
tur
aleduc
ati
on pr
omot
ess
oci
al

j
ust
iceandc
hal
l
engesbi
ases
,rac
ism andwhi
tepr
ivi
l
ege.

Mul
ti
cul
tur
aleduc
ati
oni
sac
ompl
exs
yst
em ofeduc
ati
onwhi
ch

i
ncl
udes pr
omot
ing c
ult
ural pl
ural
i
sm and s
oci
al equal
i
ty;

pr
ogr
ams t
hat r
efl
ect di
ver
sit
yin al
lar
eas of t
he s
chool
env
ironment
;st
aff
ingpat
ter
nst
hatr
efl
ectt
hedi
ver
sit
yofs
oci
ety
;

t
eac
hing an unbi
ased,i
ncl
usi
vec
urr
icul
um;ens
uri
ng equi
tyof

r
esour
cesand pr
ogr
amsf
oral
lst
udent
saswel
lasequi
tabl
e

ac
ademi
cex
cel
l
enc
e(out
comes
)foral
lst
udent
s.

Thegoalofmul
ti
cul
tur
aleduc
ati
oni
nthebr
oaders
ens
eisan

educ
ati
onf
orf
reedom.Fi
rst
,mul
ti
cul
tur
aleduc
ati
ons
houl
dhel
p

s
tudent
s dev
elop t
he k
nowl
edge, at
ti
tudes
, and s
kil
l
s t
o

par
ti
ci
pat
e i
n a democ
rat
ic and f
ree s
oci
ety
. Sec
ondl
y,

mul
ti
cul
tur
aleduc
ati
onpr
omot
est
hef
reedom,abi
l
iti
es,ands
kil
l
s

t
ocr
osset
hni
cand c
ult
uralboundar
iest
o par
ti
ci
pat
ein ot
her

c
ult
uresandgr
oups
.Thegoalofmul
ti
cul
tur
aleduc
ati
oni
snot

onl
ytot
eac
hchi
l
drenaboutot
hergr
oupsorc
ount
ri
es.I
tisal
so

t
ohel
pchi
l
drenbec
omeac
cus
tomedt
othei
deat
hatt
her
ear
e

many l
i
fes
tyl
es,l
anguages
,cul
tur
es,and poi
ntsofv
iew.The

pur
pos
eofmul
ti
cul
tur
alc
urr
icul
um i
stoat
tac
hpos
iti
vef
eel
i
ngst
o

mul
ti
cul
tur
alex
per
ienc
ess
othateac
hchi
l
dwi
l
lfeeli
ncl
udedand

v
alued,andwi
l
lfeelf
ri
endl
yandr
espec
tfult
owar
dpeopl
efr
om
ot
heret
hni
c and c
ult
uralgr
oups
.One k
ey t
o hel
ping y
oung

c
hil
drendev
elopas
ens
eofbei
ngc
iti
zensoft
hewor
ldl
i
eswi
th

t
he ear
lyc
hil
dhood t
eac
her
.The di
spos
iti
on ex
hibi
ted by t
his

i
ndi
vi
duali
npr
omot
ingev
ery
one'
scul
tur
ewi
l
lbet
hes
ucc
ess
ful

f
act
ori
nthec
hil
d'
sdev
elopmentofamul
ti
cul
tur
alper
spec
tiv
e.

Mul
ti
cul
tur
aleduc
ati
on i
sbas
ed on t
he phi
l
osophi
cali
deal
sof

f
reedom,j
ust
ice,equal
i
ty and human di
gni
ty.I
tpr
epar
esal
l

s
tudent
sto wor
k ac
tiv
elyt
owar
dst
ruc
tur
alequal
i
tyi
nthe

or
gani
zat
ionsandi
nst
it
uti
ons
.Mul
ti
cul
tur
aleduc
ati
oni
nfor
msal
l

s
ubj
ectar
easandas
pec
tsoft
hec
urr
icul
um,pr
ovi
dingk
nowl
edge

aboutt
hehi
stor
y,c
ult
ure,andc
ont
ri
but
ionsoft
hedi
ver
segr
oups

t
hathav
eshapedt
hepol
i
tic
s,hi
stor
yandc
ult
ureanat
ion.

Chec
kli
st

St
udent
s,now i
tist
ime t
ochec
kyourunder
standi
ng oft
he

c
hapt
er.Readeac
hoft
hef
oll
owi
ngques
tionsandans
wert
hem

byc
hec
kingi
noneoft
hebox
esunderal
ter
nat
ives‘
Yes
”or‘
No”
.
 YesNo

 Can y
ou def
ine mul
ti
cul
tur
al educ
ati
on?

 Cany
oudes
cri
bet
hehi
stor
yofmul
ti
cul
tur
aleduc
ati
on?

 Cany
ougi
ves
omeex
ampl
esofagenc
iesr
espons
ibl
efors
ex

educ
ati
onands
tat
ethei
rrol
es?

 Cany
oui
dent
if
ythek
eyel
ement
sforef
fec
tiv
eteac
hingi
n

mul
ti
cul
tur
aleduc
ati
on?

 Cany
oui
dent
if
yimpor
tantel
ement
stobei
ncl
udedi
nteac
her

educ
ati
onc
urr
icul
um f
ormul
ti
cul
tur
aleduc
ati
on?

 Cany
oui
dent
if
yanddi
ff
erent
iat
esomenot
abl
elear
ning

appr
oac
hesi
nmul
ti
cul
tur
aleduc
ati
on

 Cany
oul
i
sts
omepot
ent
ialpr
obl
emst
eac
her
sfac
ein

mul
ti
cul
tur
aleduc
ati
on?

 Cany
oudet
ermi
net
heex
tentt
owhi
cheduc
ator
sar
e
 i
mpl
ement
ingmul
ti
cul
tur
aleduc
ati
on?

 Cany
oui
dent
if
yimpor
tantc
ons
ider
ati
onsi
npr
omot
ing

ef
fec
tiv
e mul
ti
cul
tur
al

c
las
sroom?